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Sonic Patterns and Compositional Strategies in Queen’s ‘Bohemian Rhapsody’
No full textQueen’s ‘Bohemian Rhapsody’ (1975) has been the subject of many academic analyses; the song has not been considered, however, in the context of Queen’s wider output. This article examines ‘Bohemian Rhapsody’ in relation to Queen’s idiolect as identified from the group’s songs written between 1973 and 1975. ‘Idiolect’ refers to the common musical details of an artist’s output or segment of their output. I subdivide the category of an idiolect to include sonic patterns and compositional strategies. The former accounts for patterns that are consistent in their presentation across songs, the latter accounts for patterns that differ in their presentation across songs. The formal and harmonic structures of ‘Bohemian Rhapsody’ reflect the group’s common compositional strategies; the song’s textural arrangements highlight Queen’s sonic patterns. ‘Bohemian Rhapsody’ occupies a unique place in Queen’s output, as the first song to present all the major elements of the group’s idiolect
Maternal dyads and the value of mentalising capacity: A pilot study
No full textFamilies were there are two mothers, one biological and the other social, such as those created through adoption, fostering, blended families, and lesbian families are now ubiquitous. Little is known however about how the mothers negotiate their relationship as maternal dyads. This pilot study used Hollway and Jefferson’s (2009) psychosocial approach to understand the relationships between two women who are both ‘mother’ to the same child through open adoption. The information provided by the mothers in the study required a different framework for analysis than that of the defended subject used by Hollway and Jefferson. This paper will discuss the particular ethical concerns of using a psychosocial approach in Aotearoa/New Zealand and, the adoption of Bateman and Fogaty’s (2006) mentalizing approach as a framework for analysis
Evaluating Professional Supervision in Aotearoa/New Zealand: A multidisciplinary collaborative study
Get PDFClinical psychology - An Evaluation of Professional Supervision in
Aotearoa/New Zealand
Saturday - 29th Aug 2015
15:40 - MSB1.02
Beverley Burns Registered Psychologist, Private Practice
Janet May Senior Lecturer Centre for Health and Social Practice Waikato Institute of Technology
Allyson Davys Registered Social Worker , Private Practice
Michael O'Connell Clinical Nurse Director Mental Health and Addiction Services, Lakes District
Health Board
The growth of professional supervision within health and social services in Aotearoa/New Zealand has been well documented (Maidment & Beddoe, 2012) and at the same time the importance of evaluating professional supervision has been promoted as best practice. How this evaluation is
translated into practice remains unclear and there have been repeated calls for further research into the place, role and process of evaluation in supervision (O’Donoghue, 2006). Yet more recently Watkins and Milne (2014) have commented that the evaluation of supervision has advanced from “nuisance to necessity” and suggest that it is occurring “within supervision, across individuals and within systems” (page 690).
A three stage research project was designed to explore and document current practices in evaluating supervision across four professions, psychology, social work, counselling and nursing, in Aotearoa/New Zealand. In contrast to Watkins and Milne the preliminary findings suggest that the evaluation of supervision is ill defined and occurs in an adhoc manner.
This paper will present the findings of the first stage of this interprofessional study. The preliminary results of twenty four semi- structured interviews conducted with supervisors, supervisees and managers indicate a range of practice from formal evaluation to no evaluation at all. A number of participants expressed an interest in evaluation of supervision but were uncertain as to how this
could be achieved in practice.
[email protected]
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Children's Creativity in Natural Outdoor Settings.
No full textA two-paper dissertation on children's creativity in natural outdoor ECE settings. Research was carried out across three participating settings who either had natural bush settings on-site at the ECE setting, or went off-site to natural settings regularly
Here for good: What new arrivals need to fit in, be productive and stay
Get PDFHere for good: What new arrivals need to fit in, be productive and stay by Jenny Magee.
Does your company advertise and recruit offshore for skilled staff? Then Here For Good is the book is for you. New Zealand employers are increasingly searching overseas for skilled employees. It’s a costly and protracted process to find the best people who are willing to move their lives and their families across the world. Helping those staff settle well is not only good business sense, but it’s also the right thing to do if you want them to thrive and to stay. The onboarding processes you’re using for locally hired staff simply aren’t enough to help newcomers to understand and adjust to Kiwi culture. While providing relocation support is standard practice for multi-national companies, most smaller businesses are leaving the essential learnings about culture, communication and connections to the individual or to chance. These same businesses are then left wondering why there is miscommunication and misunderstanding. Here For Good is a call to action for New Zealand SMEs, who, with the best of intentions, are leaving their new arrivals to sink or swim, hoping that well-meaning colleagues will fill in the gaps about ‘how we do things around here.’ Drawing on more than 30 years of working across cultures in New Zealand, Jenny Magee offers practical advice for you to help your new staff to settle in, get quickly up to speed and stay. She has worked with many businesses and migrant employees, whose settlement experiences range from the cautionary to the positive. Choosing to come to New Zealand is definitely about the job, but also, importantly about lifestyle, safety and a host of other reasons. When businesses help new staff, and their families, to understand local culture and communication and to build connections, everyone benefits - the new arrival, their manager, the team, the clients, as well as your organisation’s reputation as a great reason to move across the world. For more information about supporting migrant employees and strengthening multicultural teams, visit www.jennymagee.co
New Zealand Taxation Casebook 2015
No full textPublished for the first time in 2013, the New Zealand Taxation Casebook provides students and practitioners with facts, key findings and principles of a comprehensive range of leading cases. It features important decisions on for example: Income Tax; Goods & Services Tax; The administration of the tax system; and Tax avoidance
Fieldays Exhibitor 2015
Get PDFThis magazine was assembled by Wintec Media Arts third year students in journalism, photography and graphic design under the supervision of the corresponding staff.
The Fieldays Exhibitor magazine is a daily magazine which stretches over the four days of the Waikato Fieldays to document the goings on and excitement of the current affairs going on daily at Mystery Creek
He whare korero, he māramatanga floor talk
No full textLess of a floor talk than an open invitation to visitors for open discussion, whāriki style (sitting down on mats
A Multi-Disciplinary Project to Enhance Workplace Readiness
Get PDFEngineering graduates are expected to develop a breadth of competencies to prepare for the workplace, encompassing technical knowledge, problem solving and interpersonal skills (IPENZ, 2009). Engineering education often focuses most on the development of students’ technical and problem - solving skills and less on the interpersonal skills (Bodmer, Leu, Mira, & Rutter, 2002). This weakness in graduates’ communication skills has been identified by organisations such as UNESCO. “ There is ample evidence that graduate engineers lack the required standard of communication skills , particularly when compared to the needs of industry internationally ” (UNESCO International Centre for Engineering Education, 2002) Some engineering programmes attempt to develop students’ complementary ‘soft skills’ by including compulsory modules such as Communication skills. At Wintec, these modules are taught by communication specialists, who are non - engineers. However, there is a genuine effort to use engineering contexts for the learning tasks and assessments in these modules, this is sometimes contrived rather than directly applicable to the students’ learning in their specialisations. Recently, the authors’ Wintec colleagues have incorporated the NZDE communication assessments and incorporated them into an intensive Disaster week (Bigham & Harris, 2014) project to achieve an engineering problem - focus in the writing and presentations for students. This approach has been adopted to align with the work of Martin, Maytham, Case & Fraser (2005) who explain that "non-technical skills cannot be taught in isolation from the technical context in which they will be used” and further suggest that “integrated projects are a crucial tool” to achieve this. This paper focuses on a continuation of this theme, but this time looking at project based learning extended to include multiple disciplines with more challenging technical content