title: An investigation into early childhood art education in two Shanghai kindergartens

authors: Huang, Wanying

subjects: early childhood art education

abstract: Historically, art practice in Chinese preschools was dominated by giving children a skill-based sense of achievement which was roundly criticized by Western art educators for stifling children`s personal expression and creativity. Chinese policy makers promoted a renewed early childhood art curriculum which draws heavily on conceptual and practical model of art education from abroad while still valuing aspects of past traditions. The objectives outlined in the revised early childhood art curriculum speak not only to an older Chinese emphasis on children`s early acquisition of art skills and the quality of work of art, but also to an overriding new emphasis on creative self-expression, co-constructing art learning, and art appreciation. 
Changes in the principles of early childhood art education have taken place since 2001, so what has changed in implementation? Using a qualitative, case study methodology, this study set out to address the following research questions: What are common rituals of practice that are typical of art education praxis in two contemporary Shanghai kindergartens? What do teachers reveal as their rationale for their approach to teaching art? How do children`s actions, artworks and speech represent their art learning? In what ways do teachers and children`s responses reflect the way that art education has been represented in current kindergarten policy guidelines and historical reforms?
Examining what teacher and children did and said about art revealed commonly shared experiences. It appeared that a predetermined, teacher-directed style of teaching still dominated many preschool art sessions. Influenced by cultural factors, there was a widely shared commitment to the significance of teacher authority in ‘regulating’ children`s art experience, and the idea of skill progression drives the emergence of creative expression. The teaching of practical skills via modeling dominated even though policy shifts indicated to the value of emotional enjoyment. Teachers tried to adjust their tight control over children`s art-making, as evident in their endeavor to develop alternative rituals of practice to enhance children`s engagement with work of art. Nevertheless, changes in ideas, particularly the corresponding practice presented a challenge to teachers who had never seen these multiple perspectives demonstrated in a pragmatic manner. Teachers perhaps were not equipped with sufficient knowledge to effectively combine these opposing messages into effective practice. Constraints such as tight schedules, large class sizes, parents` expectations for observable outcomes of children`s learning, and more importantly, the lack of effective professional development further contributed to the perpetuation of a teacher-directed art practice. 
Indicated by this study, there were themes warranting further investigation: the tension between Chinese tradition and contrasting Western views of creativity and expressiveness; the constraints in practice that reinforce teacher-directed pedagogy; and effective interventions that support teachers to make significant changes in their own art pedagogical practice in kindergarten art.

text: An investigation into early childhood art education in two Shanghai kindergartens Historically, art practice in Chinese preschools was dominated by giving children a skill-based sense of achievement which was roundly criticized by Western art educators for stifling children`s personal expression and creativity. Chinese policy makers promoted a renewed early childhood art curriculum which draws heavily on conceptual and practical model of art education from abroad while still valuing aspects of past traditions. The objectives outlined in the revised early childhood art curriculum speak not only to an older Chinese emphasis on children`s early acquisition of art skills and the quality of work of art, but also to an overriding new emphasis on creative self-expression, co-constructing art learning, and art appreciation. 
Changes in the principles of early childhood art education have taken place since 2001, so what has changed in implementation? Using a qualitative, case study methodology, this study set out to address the following research questions: What are common rituals of practice that are typical of art education praxis in two contemporary Shanghai kindergartens? What do teachers reveal as their rationale for their approach to teaching art? How do children`s actions, artworks and speech represent their art learning? In what ways do teachers and children`s responses reflect the way that art education has been represented in current kindergarten policy guidelines and historical reforms?
Examining what teacher and children did and said about art revealed commonly shared experiences. It appeared that a predetermined, teacher-directed style of teaching still dominated many preschool art sessions. Influenced by cultural factors, there was a widely shared commitment to the significance of teacher authority in ‘regulating’ children`s art experience, and the idea of skill progression drives the emergence of creative expression. The teaching of practical skills via modeling dominated even though policy shifts indicated to the value of emotional enjoyment. Teachers tried to adjust their tight control over children`s art-making, as evident in their endeavor to develop alternative rituals of practice to enhance children`s engagement with work of art. Nevertheless, changes in ideas, particularly the corresponding practice presented a challenge to teachers who had never seen these multiple perspectives demonstrated in a pragmatic manner. Teachers perhaps were not equipped with sufficient knowledge to effectively combine these opposing messages into effective practice. Constraints such as tight schedules, large class sizes, parents` expectations for observable outcomes of children`s learning, and more importantly, the lack of effective professional development further contributed to the perpetuation of a teacher-directed art practice. 
Indicated by this study, there were themes warranting further investigation: the tension between Chinese tradition and contrasting Western views of creativity and expressiveness; the constraints in practice that reinforce teacher-directed pedagogy; and effective interventions that support teachers to make significant changes in their own art pedagogical practice in kindergarten art.

year: 2013

title: Finite dissipation in anisotropic magnetohydrodynamic turbulence

authors: Bandyopadhyay, R.

subjects: Science & Technology

abstract: In the presence of an externally supported, mean magnetic field, a turbulent, conducting medium, such as plasma, becomes anisotropic. This mean magnetic field, which is separate from the fluctuating, turbulent part of the magnetic field, has considerable effects on the dynamics of the system. In this paper, we examine the dissipation rates for decaying incompressible magnetohydrodynamic (MHD) turbulence with an increasing Reynolds number and in the presence of a mean magnetic field of varying strength. Proceeding numerically, we find that, as the Reynolds number increases, the dissipation rate asymptotes to a finite value for each magnetic-field strength, confirming the Kármán-Howarth hypothesis as applied to MHD. The asymptotic value of the dimensionless dissipation rate is initially suppressed from the zero-mean-field value by the mean magnetic field but then approaches a constant value for higher values of the mean-field strength. Additionally, for comparison, we perform a set of two-dimensional (2DMHD) and a set of reduced MHD (RMHD) simulations. We find that the RMHD results lie very close to the values corresponding to the high-mean-field limit of the three-dimensional runs while the 2DMHD results admit distinct values far from both the zero-mean-field cases and the high-mean-field limit of the threedimensional cases. These findings provide firm underpinnings for numerous applications in space and astrophysics wherein von Kármán decay of turbulence is assumed.

text: Finite dissipation in anisotropic magnetohydrodynamic turbulence In the presence of an externally supported, mean magnetic field, a turbulent, conducting medium, such as plasma, becomes anisotropic. This mean magnetic field, which is separate from the fluctuating, turbulent part of the magnetic field, has considerable effects on the dynamics of the system. In this paper, we examine the dissipation rates for decaying incompressible magnetohydrodynamic (MHD) turbulence with an increasing Reynolds number and in the presence of a mean magnetic field of varying strength. Proceeding numerically, we find that, as the Reynolds number increases, the dissipation rate asymptotes to a finite value for each magnetic-field strength, confirming the Kármán-Howarth hypothesis as applied to MHD. The asymptotic value of the dimensionless dissipation rate is initially suppressed from the zero-mean-field value by the mean magnetic field but then approaches a constant value for higher values of the mean-field strength. Additionally, for comparison, we perform a set of two-dimensional (2DMHD) and a set of reduced MHD (RMHD) simulations. We find that the RMHD results lie very close to the values corresponding to the high-mean-field limit of the three-dimensional runs while the 2DMHD results admit distinct values far from both the zero-mean-field cases and the high-mean-field limit of the threedimensional cases. These findings provide firm underpinnings for numerous applications in space and astrophysics wherein von Kármán decay of turbulence is assumed.

year: 2018

title: Indigenous women and the professions: Some Maori women's experiences in the accountancy profession of Aotearoa/New Zealand

authors: McNicholas, Patty

abstract: Concern about and resistance to the marginalisation of indigenous peoples has been growing globally. A focus upon indigenous women's experiences of accountancy is thus timely given the increasing concern to recognise the rights of indigenous peoples. This thesis aims to explore the experiences of Maori women accountants in Aotearoa/NewZealand through the use of oral history. It seeks to provide Maori women with an opportunity to be heard by researchers, academics, policy makers, members of the accountancy profession and Maori women more widely. An opportunity is also provided for Maori women to influence the discipline of accounting and its organisational practices by exposing the profession to issues concerning Maori, as an indigenous ethnic group. 
It is argued that it is important to gather and listen to the stories of Maori women, as being heard is a crucial step towards understanding and reconciliation of their experiences with societally espoused commitments to equality and social justice. The struggle for Maori in Aotearoa/New Zealand is for equal participation, which also manifests itself in our organisations like accountancy firms and the accountancy profession. I have investigated the relationship between contemporary Maori women, accountancy and the history of colonialism and post-colonialism. Kaupapa Maori research methodologies are seen as a means of intervention in the transformation of Maori socially, economically and politically. The intent of these methodologies is to ensure a practice beyond the mere assimilation of marginalised groups, like Maori women. 
Over the last decade feminist accounting research has focused upon, perhaps unintentionally, women from the dominant white middle-class. The special features of 'Other' women have been obliterated by the cultural and class blindness of researchers. Their minority status has also rendered their significant differences to be invisible. There has been a particular paucity of research concerned to explain the career experiences of women from indigenous groups, including Maori women. 
An analysis of the empirical date gathered for this thesis is undertaken from a critical feminist perspective, by reference to the works of theorists on the 'decolonisation' of Maori and Maori women in Aotearoa/New Zealand. Suggestions on the transformation of the mono-cultural practices of the accountancy profession and its organisations include the process of hearing and understanding the Maori perspective. The Maori women in this study have shown that they have something unique to bring to the table in seeking a commitment for equal participation, in their aspirations for future equality in all aspects of Aotearoa/New Zealand society.

text: Indigenous women and the professions: Some Maori women's experiences in the accountancy profession of Aotearoa/New Zealand Concern about and resistance to the marginalisation of indigenous peoples has been growing globally. A focus upon indigenous women's experiences of accountancy is thus timely given the increasing concern to recognise the rights of indigenous peoples. This thesis aims to explore the experiences of Maori women accountants in Aotearoa/NewZealand through the use of oral history. It seeks to provide Maori women with an opportunity to be heard by researchers, academics, policy makers, members of the accountancy profession and Maori women more widely. An opportunity is also provided for Maori women to influence the discipline of accounting and its organisational practices by exposing the profession to issues concerning Maori, as an indigenous ethnic group. 
It is argued that it is important to gather and listen to the stories of Maori women, as being heard is a crucial step towards understanding and reconciliation of their experiences with societally espoused commitments to equality and social justice. The struggle for Maori in Aotearoa/New Zealand is for equal participation, which also manifests itself in our organisations like accountancy firms and the accountancy profession. I have investigated the relationship between contemporary Maori women, accountancy and the history of colonialism and post-colonialism. Kaupapa Maori research methodologies are seen as a means of intervention in the transformation of Maori socially, economically and politically. The intent of these methodologies is to ensure a practice beyond the mere assimilation of marginalised groups, like Maori women. 
Over the last decade feminist accounting research has focused upon, perhaps unintentionally, women from the dominant white middle-class. The special features of 'Other' women have been obliterated by the cultural and class blindness of researchers. Their minority status has also rendered their significant differences to be invisible. There has been a particular paucity of research concerned to explain the career experiences of women from indigenous groups, including Maori women. 
An analysis of the empirical date gathered for this thesis is undertaken from a critical feminist perspective, by reference to the works of theorists on the 'decolonisation' of Maori and Maori women in Aotearoa/New Zealand. Suggestions on the transformation of the mono-cultural practices of the accountancy profession and its organisations include the process of hearing and understanding the Maori perspective. The Maori women in this study have shown that they have something unique to bring to the table in seeking a commitment for equal participation, in their aspirations for future equality in all aspects of Aotearoa/New Zealand society.

year: 2003