603 research outputs found
Jefferies, John L. (Birth, 1890-04-30)
No full textAddress: 75 Hill2473/Pg 60/1890/MW/Cinti/Cinti/J.R.King, M.D.Original record filed in drawer labeled 'Jameson-Johnson'
Māori outcome evaluation: A kaupapa Māori, outcomes and indictors, framework and methodology
No full textTerritorial local authorities (i.e. regional and district councils) are by law required to provide for Māori values and interests, and to undertake plan evaluation and environmental monitoring, to ensure that the provisions they have in place for these purposes are effective. Councils have not, however, had methods available that would enable them to meet these statutory obligations. This gap is filled by the framework and methods that we have developed and trialled over the past 5 years. The development and use of our Kaupapa Māori Environmental Outcomes and Indicators Framework and Methodology is the focus of this report
Central Elementary School students
No full textCentral Elementary School students 1912. Back l to r: John Hintz, Monty Thompson, Frank Downes, Miss Milligan (teacher), Jim Hurley, Fred Sibbald, Bill Devitt, Bert Jeffries [Jefferies], unknown. Middle l to r: Frank Kavic, Charlie Duncan, Fritz Hintz, Ada Taylor, Bud Carr, Frances Butorac, Florence Carrier, Ruth Hesketh, Frances Kavic, Mary Rossman, Jim Hardington, Ernie Clay, Bill Dovey. Front l to r: Fraser McKay, Buster Brown, George Marashuk, Sue Rossman, Joyce Walker, Elsie Twells, unknown, Jean Marshall, Mary Dovey, Stella Hurley, Marjorie Sibbald, Walter Howard, Dave Forrest
Engaged or Not Engaged, That Is the Question: The Impact of Duality on the Participatory Experience of Augmented-Reality Interventions in Cultural Space
No full textThe fundamental power of augmented reality is its ability to utilize both physical and digital contexts to co-create meaning at their confluence and to deliver experiences that are greater than the sum of their parts. The article seeks to examine the theoretical and practical implications of the relationship between the physical and digital and to offer insight into how their interaction can impact, both positively and negatively, upon the participatory experience of visitors to cultural spaces. The article develops a framework to conceptualize and examine this relationship referred to here as duality. Duality, as a measure, is then applied to a number of case studies, two of which were created by the author, one being an interactive artwork, the other a site-specific educational application at a U.K. heritage site
Statistical Characterization of Spatial Variability for a Hydraulic Fill Slope
No full textSpatial variability of heterogeneous soils has been known widely. Eurocode 7 draws attention to spatial variability by suggesting reliability based characteristic values and statistical characterization of soil properties. This dissertation describes the statistical characterization of hydraulic sand fill in the Port of Rotterdam for the placement of LNG tanks, Gate terminal. The characterization uses the concept of the critical state approach, Casagrande (1936), based on the particular condition of the soil. In addition, the NorSand model (Jefferies, 1993) has been used to calibrate the sand used for the design of the fill using drained and undrained triaxial tests. The model involves calibration and interpretation stages, where the latter is done using Cone Penetration Test (CPT) from which a state parameter profile is generated.Geo-EngineeringGeotechnologyCivil Engineering and Geoscience
Automatic and controlled semantic retrieval: TMS reveals distinct contributions of posterior middle temporal gyrus and angular gyrus
No full textSemantic retrieval involves both (1) automatic spreading activation between highly related concepts and (2) executive control processes that tailor this activation to suit the current context or goals. Two structures in left temporoparietal cortex, angular gyrus (AG) and posterior middle temporal gyrus (pMTG), are thought to be crucial to semantic retrieval and are often recruited together during semantic tasks; however, they show strikingly different patterns of functional connectivity at rest (coupling with the “default mode network” and “frontoparietal control system,” respectively). Here, transcranial magnetic stimulation (TMS) was used to establish a causal yet dissociable role for these sites in semantic cognition in human volunteers. TMS to AG disrupted thematic judgments particularly when the link between probe and target was strong (e.g., a picture of an Alsatian with a bone), and impaired the identification of objects at a specific but not a superordinate level (for the verbal label “Alsatian” not “animal”). In contrast, TMS to pMTG disrupted thematic judgments for weak but not strong associations (e.g., a picture of an Alsatian with razor wire), and impaired identity matching for both superordinate and specific-level labels. Thus, stimulation to AG interfered with the automatic retrieval of specific concepts from the semantic store while stimulation of pMTG impaired semantic cognition when there was a requirement to flexibly shape conceptual activation in line with the task requirements. These results demonstrate that AG and pMTG make a dissociable contribution to automatic and controlled aspects of semantic retrieval.
SIGNIFICANCE STATEMENT We demonstrate a novel functional dissociation between the angular gyrus (AG) and posterior middle temporal gyrus (pMTG) in conceptual processing. These sites are often coactivated during neuroimaging studies using semantic tasks, but their individual contributions are unclear. Using transcranial magnetic stimulation and tasks designed to assess different aspects of semantics (item identity and thematic matching), we tested two alternative theoretical accounts. Neither site showed the pattern expected for a “thematic hub” (i.e., a site storing associations between concepts) since stimulation disrupted both tasks. Instead, the data indicated that pMTG contributes to the controlled retrieval of conceptual knowledge, while AG is critical for the efficient automatic retrieval of specific semantic information
Provision of professional development: Overview of empowerment and deficit models
No full textOver the last decade, individual New Zealand schools and successive Governments have increased their funding for professional development in Information and Communication Technologies (ICT) (Ham, et al 2002). This funding acknowledged the competence and confidence of teachers in the educational use of ICT directly impacted upon the capacity and capability of schools to positively engage their learners in ICT-supported learning environments (Clayton, Elliott & Saravani 2009).
Initially, the professional development followed conventional models of provision. In essence, a perceived need (i.e. teachers’ lack of personal ICT skills and theoretical knowledge to effectively use ICT) was centrally addressed. This was achieved by either the creation of a range of professional development activities, provided within a defined timeframe and facilitated by external experts or, by the funding of Advisory Services to provide guidance to individual schools (Ham, et al 2002). The initial professional development, where external experts advised and/or delivered learning events to address the identified deficiencies in teachers’ knowledge, was based upon a ‘deficit’ model of professional development (Clayton et al 2009). Influenced by the educational reforms of the 1980s, a school-focused model of professional development was introduced. This was the Information Technology Professional Development (ICT PD) initiative (ICT Strategy Reference Group 1998) resulting in the establishment of a professional development model known as the ICT PD Clusters model (Ham et al 2005).
The ICT PD model encouraged groups of schools to reflect upon teachers’ capabilities and confidence in ICT and the impact of ICTs on their teaching and learning practices. The introduction of the ICT PD model shifted investment in professional development from funding a ‘deficit’ approach to an ‘empowerment’ approach (i.e. schools’ internal reflection and decision making on how, when and why ICTs could be integrated drive the creation, provision, timing and content of school-focused professional development) (Vrasidas & Glass 2010: Niess 2006; Clayton, et al 2009). In 2009 the Ministry of Education funded an evaluation of the ICT PD. This poster will use the findings of this evaluation to graphically illustrate both empowerment and deficit models of professional development within the context of the ICT PD Clusters model
'Out in the Dark': An Exploration of and Creative Response to the Process of Poetic Composition with Reference to Edward Thomas and a Self-reflexive Study
No full textResearch through practice into the actual process of composing, such as William James
on automatic writing and thought processes, or Sigmund Freud on creative writing and
the unconscious, is rare, and needs extension and updating. This study builds a new
theoretical framework for critical and practical work on imaginative composition by
investigation of Edward Thomas's composing processes and complementary analysis of
the processes of writing my own poetry collection. Thomas's emphasis on
fragmentation of thought, hesitancy and silence in the content and form of his poetry,
positioning him on the borders of Modernism, reflects essential aspects of his
composing processes, as documented in his notes, letters, prose and poetry. The
creating and revisiting of my own works-in-progress and final collection, in the light of
the study of Thomas and in dialogue with readers, reveals further insights into poetic
composition.
Chapter One examines the point at which poems emerge and the influence of
external writing conditions. Chapters Two and Three look at absence in the composing
process in ellipses, aporia, gaps and unfinishedness, and in the art of submission as it is
used in composing. Chapter Four investigates distraction, non-logical connections and
physical and temporal disturbances in composing. Chapter Five shows the importance
when composing of sustaining a flexible and exact attention to immediate perceptions
and thoughts. The thesis concludes with an original poetry collection resulting from the
documentation of my composing processes during the research period. These poems
reflect and refract many points made in previous chapters, offering practical evidence
of them.
The principles of poetic composition established in this thesis are also more
generally applicable to the composing of poetry. Similarities observed in composition
processes in other art forms and in the writing of this thesis indicate that these
principles also apply to other creative and academic disciplines, providing areas for
further research
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Rural life in English poetry of the mid-eighteenth century
No full textThis thesis examines several mid-eighteenth century poems, assessing their portrayal of rural life, its literary and historical significance, and the aesthetic and ideological issues it presents. An introductory essay on developments in rural poetry sets the scene for two extended essays. The first essay is a comparative reading of the subject of rural labour in three poems: James Thomson’s The Seasons (1726-44), Stephen Duck’s The Thresher’s Labour (1730, 1736) and Mary Collier’s The Woman’s Labour (1739). The viewpoints of a professional poet (Thomson), a farm labourer (Duck), and a working woman (Collier) are compared in relation to kinds of work all three address as well as to individual labouring subjects. The responses of the three poets to such related issues as folk traditions, forms of charity and other ‘compensations’, are also compared. Some surprising similarities as well as instructive differences are located; and an interesting picture of idealistic and realistic, male-oriented and female-oriented attitudes to labour and labour-related themes emerges
How was it for you? Qualitative Observational Methods to Assess the Experiential Value of Two Immersive Augmented Reality Stories, a Case Study
No full textImmersive storytelling using augmented reality is a well-established and widely researched practice with a growing body of literature spanning the last two decades in which researchers from various fields apply this technology to cultural spaces. Despite this, the methodologies used to assess the efficacy of these applications - even defined measures of what constitutes success - remain disparate and often aligned to the field from which they originated - these being HCI, Visitor Studies and New Media Art. The form these interventions take and the modes of storytelling they employ is steadily diversifying alongside theories and definitions of what constitutes a story. In this context of divergence, a reimagination of the methods researchers use to evaluate and assess their projects would be useful to ensure the nuances of the engaged experience and the value it offers to audiences can be captured. This paper proposes a methodological approach, seeking to enable the evaluation of experiential value. This methodological approach is then applied to two augmented reality immersive stories, created by the author, the first an educational, linear narrative and the second a non-linear narrative artwork. Using primarily qualitative narrative observation, participant interactions with both projects is explored, testing the application of experiential value as a measure and interrogating the chosen methodology’s ability to captur
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