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Musical direction of student end of year concert 2018
Get PDFMusical direction of Wintec Song Arranging class of 2018 End Of Year Concert. A public performance of students' final arrangements from the semester 1 paper.
The un-themed program, a selection of popular tunes from 1960s - 2018 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
Promoting learner autonomy through a “5-i” show project in large EFL classes: Perceptions, practice & challenges
Get PDFProject-based learning (PBL) has been believed beneficial for learner autonomy in that it requires learners to actively participate and take responsibility in the learning process. While interest and research in PBL is growing, few empirical studies have been found investigating the application of PBL in China, and fewer have explored large EFL classes in tertiary institutions. This article reports on a longitudinal study of promoting learner autonomy through a 5i (intriguing, informing, involving, interactive, and inspiring) Show project.
The study is conducted over an academic year in a Chinese university with six large non-English major classes (approximately 80 students in each). With preliminary findings from a questionnaire conducted among a larger number of students, data for this study is collected through reflective journals, photos and video recordings, semi-structured interviews, and a follow-up questionnaire. It is hoped that the project can have practical implications for both classroom teachers utilising PBL in similar contexts and researchers for further exploration in this area
The 'memoir problem', revisited.
Get PDFThe ‘memoir problem’ revisited
“That you had parents and a childhood does not of itself qualify you to write a memoir”. Neil Gunzlinger, book reviewer for the New York Times, griped in a review of yet another confessional memoir. It’s true; suddenly everyone is writing memoir, even people who only ever wrote fiction, rock music or poetry, or never wrote before. I even find myself writing memoir, but mining some of my own fictional writing for triggers and nudges, delving into old poems for clues and lines of inquiry. After all, the memory does not always linger on.
Now, since revisiting this autobiographical writing as a resource for chapters of my Creative Nonfiction PhD thesis, a food memoir, in this paper I’ll discuss attempts made to fictionalise the ‘true’ events of the stories, and the uses made of them, to revitalise memoir.
I also reflect on the work of controversial memoirist Karl Ove Knausgaard, whose six-volume work, ‘My struggle’, has offended members of his extended family, critics and purists, or simply bored many readers with the impossibly detailed accounts of his life, to ask again of memoir, “Should it be artful or truthful?
Life around and beyond study: Chinese students’ voices on their experience in New Zealand
Get PDFStudent satisfaction plays a crucial role in the education and experience of international students and in ensuring a thriving export education industry. While research in this area has been growing over the last thirty years in general, few studies have specifically explored Chinese students’ experience in New Zealand, and fewer have included their life beyond academic study. This presentation reports part of a wider study investigating international students’ satisfiers and dissatisfiers regarding New Zealand vocational education and focuses on voices of the Chinese group only.
The study explored the experiences of international students in tertiary vocational training in NZ. It adopted an interpretative paradigm and collected data through a narrative frame and a semi-structured interview. Data reported in this presentation derived from 55 participants who clearly stated their Chinese identity in the narrative frames and eighteen of these who agreed to the subsequent interviews, areas of their study ranging from language courses at various levels to mainstream programmes.
The data reveals a diversity of contributors towards students’ satisfying/dissatisfying experiences, involving professionalism and personal attributes of the teaching staff within and outside the classroom, availability and quality of facilities and supporting services across the institution, and various personal interactions in the wider social-cultural New Zealand community. The presentation will conclude with practical implications for international students’ teaching and supporting staff and administrators of international education providers and public services, aiming for positive changes in the mutual interests of Chinese students and New Zealand international education market
New York New York
No full textMusical Direction, musical arranger and pianist for Ali Harper's one woman cabaret show; NEW YORK NEW YOR
Ali Harper at Birdland Jazz Club
No full textMusical Director, Arranger & Pianist for Ali Harper's performance at BIRDLAND Jazz Club, New York City NY
CEID Research Symposium Series.
Get PDFCentre for Engineering and Industrial Design are running a series of symposium throughout the year. The symposium presents current research being undertaken within the centre. It also provides an open forum for discussion with other centres and external stakeholders to create opportunities to become involved in CEID researchers. It is also an opportunity for invited speakers to present their work
A cost-effective technique for generating preservable biomass smoke extract and measuring its effect on cell receptor expression in human bronchial epithelial cells
No full textNearly half of the world’s population uses biomass fuel for the purposes of cooking and heating. Smoke derived from biomass increases the risk of the development of lung diseases, including pneumonia, chronic obstructive pulmonary disease, airway tract infections, and lung cancer. Despite the evidence linking biomass smoke exposure to pulmonary disease, only a small number of experimental studies have been conducted on the impact of biomass smoke on airway epithelial cells. This is in part due to the lack of a standard and easily accessible procedure for the preparation of biomass smoke. Here, we describe a cost-effective and reproducible method for the generation of different smoke extracts, in particular, cow dung smoke extract (CDSE) and wood smoke extract (WSE) for use in a range of biological applications. We examined the effect of the biomass smoke extracts on human bronchial epithelial cell expression of a known responder to cigarette smoke exposure (CSE), the platelet-activating factor receptor (PAFR). Similar to the treatment with CSE, we observed a dose-dependent increase in PAFR expression on human airway epithelial cells that were exposed to CDSE and WSE. This method provides biomass smoke in a re-usable form for cell and molecular bioscience studies on the pathogenesis of chronic lung disease
How does the metaphorical conversation Te Awa assist young people to traverse their cancer journey?
Get PDFCancer is an overwhelming experience for anyone to deal with and understand no matter the age; yet young adults diagnosed with cancer are also faced with this alongside achieving normal development. The purpose of this research was to answer the question, 'How does the metaphorical conversation Te Awa assist young people to traverse their cancer journey?' The primary aim was to answer this question via young peoples' shared experiences of Te Awa. The secondary aims were to enhance Te Awa, and health professionals' practice by informing them of participants' experiences. While there has been extensive international literature documenting adults' experiences of metaphor while diagnosed with cancer, there is little within the context of young people. Semi-structured face-to-face interviews with five young people aged between 16-24 years with a cancer diagnosis, were conducted. Additionally, one written reflection and one palliative diary reflection were provided. The interviews and reflections were transcribed and analysed utilising thematic narrative analysis. Two themes captured the overall experience of participants, Te Awa assisted them and in turn, the participants assisted Te Awa. the research findings clearly indicated young people found Te Awa useful, by gaining understanding and control in various forms. Participants' experiences also provided comprehensive feedback to enhance Te Awa going forward. The dissertation provides recommendations for health professionals and challenges them to go with the flow, to use metaphor , and listen to the metaphors people bring
Epistemological development in first year nursing students undertaking cultural safety education
No full textBackground: The process of teaching cultural safety is emancipatory, focused on wider social relations and the context in which they arise. As teachers of cultural safety we are interested in the way that ideas are formed, held and changed. The aim of this research was to examine whether epistemological shifts were demonstrated by student nurses over one semester of cultural safety teaching/learning.
Method: We used NVivo software to analyse 34 student nurses’ reflective journals, applying a cognitive-developmental framework. The framework comprised three epistemological positions: dualism, relativism, and propositional, and two in-between locations that we called stretching.
Results: The results showed student movement between early epistemological positions, and students’ efforts to stretch to new, yet untried, ways of thinking.
Conclusion: In the classroom these shifts may be subtle thus paying careful attention to evidence that students are trying out new ways of thinking is essential. Appreciating that these small but significant shift are perhaps more important than ‘aha’ moments is crucial