3501 research outputs found
Sort by
NZ Listener, 2016 - exhibition reviews
No full textReview of the following exhibitions and their accompanying books/catalogues:
Space to Dream: Recent Art from South America, Auckland Art Gallery, until September 18, 65
Emanations: The Art of the Cameraless Photograph, Govett-Brewster Art Gallery, New Plymouth, until August 14; book $89
http://archive.listener.co.nz/culture/arts/space-art-emanations-review
Rework Effort Estimation of Self-admitted Technical Debt
Get PDFProgrammers sometimes leave incomplete, temporary workarounds and buggy codes that require rework. This phenomenon in software development is referred to as Self- admitted Technical Debt (SATD). The challenge therefore is for software engineering researchers and practitioners to resolve the SATD problem to improve the software quality. We performed an exploratory study using a text mining approach to extract SATD from developers’ source code comments and implement an effort metric to compute the rework effort that might be needed to resolve the SATD problem. The result of this study confirms the result of a prior study that found design debt to be the most predominant class of SATD. Results from this study also indicate that a significant amount of rework effort of between 13 and 32 commented LOC on average per SATD prone source file is required to resolve the SATD challenge across all the four projects considered. The text mining approach incorporated into the rework effort metric will speed up the extraction and analysis of SATD that are generated during software projects. It will also aid in managerial decisions of whether to handle SATD as part of on-going project development or defer it to the maintenance phase
Composition and orchestration of two works for the musical theatre work "Tales of Nikolai Gogol"
Get PDFDavid Sidwell, composer of the music for "Tales of Nikolai Gogol" asked me to provide two pieces for inclusion in the musical: "Ti Sento Qui" for the characters Princess Volkonskaya and Nikolai Gogol and "The Secret" sung by Piskarev's love interest "SHE".
Both songs were developed from 'pop-opera' works in progress - "Ti Sento Qui" was modified to fit Gogol's back-story and outline the loss of his lover. Italian lyric by Lilia Carpinelli.
"The Secret", further developed script ideas by librettist John Mandelberg to incorporate my original melody surrounded by new material in a busy, rhythmic tempo that outlined a supposed back-story for "SHE" which is presented as a fairy tale.
NB. the vocal lines are without lyrics in the mp3 audio files attached as they are computer generated from Finale Notation software. The URLs link to youtube versions of original performance
Musical direction of Student End Of Year Concert 2016
Get PDFMusical direction of Wintec Song Arranging class of 201 End Of Year Concert 2015 titled "Everybody Gets to Go to the Moon". A public performance of students' final arrangements from the semester 1 paper.
The program, a selection of popular 16 tunes from 1960s - 2016 themed around Moon, Stars, etc., was devised to offer students the opportunity to hear their arrangements performed live by a small orchestra comprised of piano, guitar, bass and drums, trumpet, alto sax, tenor sax and trombone and a string section of 3 1st violins, 2 second violins, 2 violas and 2 cellos.
Prior to this performance the students were only able to hear their work played as a computer-generated audio file (far from ideal) so the concert provided an invaluable 'real world' experience.
The performance was devised as a professional experience - the tutor acting as Producer and Musical Director/Conductor, the students becoming arrangers who also prepared their scores and instrumental parts ready for printing and performance within real-time deadlines to emulate a real-world work experience
Voices of playgroup: Connecting pedagogy and understandings
No full textThe engagement of migrant families in early childhood education is a strategy pursued by the Ministry of Education in Aotearoa New Zealand. A growing body of research has explored the realities being experienced by these migrant families. These realities include how families are able to maintain their cultural identities, practices and languages while making a new life in Aotearoa New Zealand.
A supported playgroup model is one type of provision that can serve as a valuable introduction to early childhood education for parents and carers and their children of any pre-school age. Through informal conversations, and the modelling of learning through play, qualified and experienced facilitators can introduce and demonstrate important theoretical and pedagogical notions of learning, including the principles and practices of Te Whāriki, the early childhood curriculum. In addition, playgroups can be a place for listening to, and sharing in, the aspirations and priorities that families have for their children.
This article draws on a research project that explores how pedagogy and practices of early childhood education in Aotearoa New Zealand were introduced by teachers in a supported playgroup attended by migrant families who had English as an additional language. It reflects on how pedagogy and practices interacted with the families’ educational expectations and cultural understandings and practices
Autonomy-oriented reflective practice: From teachers to learners
Get PDFDeveloping autonomy means supporting learners’ control over their learning, and likewise teachers’ control over their teaching. Throughout the process, reflection is a key. This presentation examines the reflective practice of a group of Chinese EFL secondary teachers about cultivating learner autonomy in the context of an innovative school project. Two questions are addressed: In what ways was learner/teacher control supported in the context? And what reflections did the teachers demonstrate regarding their autonomy-oriented practice? Data were collected by classroom observations, one-on-one post-lesson discussions, collective discussions among the teachers themselves, and wrap-up interviews. Findings revealed that both students and teachers were allowed to take control over some aspects of their learning and teaching. However, opportunities for reflection were insufficient, particularly on the nature of autonomy and the implementation of strategies for effective control shift. The study calls for teachers and school managers to expand opportunities for school-wide autonomy-focused reflective practice
Archard, S., & Archard, S. (2016). Jessica connects: A case study focussing on one child’s use of information and communication technology (ICT) in an early childhood education setting. In V. Sharma & A. Brink (Eds.), Childhood Through The Looking Glass (pp. 129–139). Oxford, United Kingdom: Inter-Disciplinary Press.
Get PDFInformation Communication Technology (ICT) is regarded as playing an ever increasing role in the lives of people which includes young children; The role of ICT in early childhood educational services in Aotearoa New Zealand is still being argued despite curriculum and assessment expectations that endorse and support its integration into practice.
This presentation draws upon a small, qualitative case study involving young children and their uses of ICT in one early childhood education setting in Aotearoa New Zealand. We use a socio-cultural perspective to recognise and examine the notion of children’s understanding and practices of ICT.
In this presentation we focus on Jessica, aged 4 years old, and the ways she uses ICT in her life as tool to document and share her learning and interests. These uses also reflect Jessica as a competent and confident learner using ICT as a cultural tool to mediate her learning in her home and early childhood education setting. We examine how such ICT practices can contribute and fulfil curriculum and assessment intentions. This can support and endorse the competent, confident learner that reflects the curriculum principle of Empowerment.
This presentation supports the view that ICT can be used to enhance the empowerment of the learner. We conclude that the early childhood curriculum and assessment practices justify the place of ICT in early childhood settings as a learning and teaching tool. We also argue that teachers have a role in responding to the needs of the 21st century learner to direct their own learning and that this can be guided by the curriculum aspirations in the principle of Empowerment
The World's Best Cover Songs
No full textInterview with Jesse Mulligan on Radio New Zealand discussing, from a musicological perspective, cover songs as submitted by RNZ listeners
RESISTANCE TRAINING AND CO-SUPPLEMENTATION WITH CREATINE AND PROTEIN IN OLDER SUBJECTS WITH FRAILTY
No full textAbstract: Background: Studies assessing the effects co-supplementation with creatine and protein, along with resistance training, in older individuals with frailty are lacking. Objectives: This is an exploratory trial from the Pro-Elderly study (“Protein Intake and Resistance Training in Aging”) aimed at gathering knowledge on the feasibility, safety, and efficacy of co-supplementation with creatine and protein supplementation, combined with resistance training, in older individuals with frailty. Design: A 14-week, double-blind, randomized, parallel-group, placebo controlled exploratory trial. Setting, participants: The subjects were randomly assigned to whey protein and creatine co-supplementation (WHEY+CR) or whey protein supplementation (WHEY) group. All subjects undertook a supervised exercise training program and were assessed at baseline and after 14 weeks. Measurements: Muscle function, body composition, blood parameters, and self-reported adverse events were assessed. Results: No interaction effects (between-group differences) were observed for any dependent variables (p > 0.05 for all). However, there were main time-effects in handgrip (WHEY+CR = 26.65 ± 31.29; WHEY = 13.84 ± 14.93 Kg; p = 0.0005), timed-up-and-go (WHEY+CR = -11.20 ± 9.37; WHEY = -17.76 ±
21.74 sec; p = 0.006), and timed-stands test (WHEY+CR = 47.50 ± 35.54; WHEY = 46.87 ± 24.23 reps; p = 0.0001), suggesting that WHEY+CR and WHEY were similarly effective in improving muscle function. All of the subjects showed improvements in at least two of the three functional tests, regardless of their treatments. Body composition and blood parameters were not changed (p > 0.05). No severe adverse effects were observed. Conclusions: Co-supplementation with creatine and whey protein was well-tolerable and free of adverse events in older subjects with frailty undertaking resistance training. Creatine supplementation did not augment the adaptive effects of resistance training along with whey protein on body composition or muscle function in this population
Cultural safety: becoming a reflexive practitioner
No full textStereotypes, often perpetuated by media headlines and unconscious prejudices, can all affect how nurses relate to patients. In KATRINA FYERS and SALLIE GREENWOOD’s third and final article they look at how nurses can think in reflexive ways to be more culturally safe practitioners