title: Points of tension and possibility: Boundaries in and of physical education

authors: Penney, Dawn

subjects: Assessment

abstract: This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.

text: Points of tension and possibility: Boundaries in and of physical education This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.

year: 2013

title: Gathering a corpus of multimodal computer-mediated meetings with focus on text and audio interaction

authors: Saturnion, Luz

subjects: computer science

abstract: In this paper we describe the gathering of a corpus of synchronised speech and text interaction over the network. The data collection scenarios characterise audio meetings with a significant textual component. Unlike existing meeting corpora, the corpus described in this paper emphasises temporal relationships between speech and text media streams. This is achieved through detailed logging and time stamping of text editing operations, actions on shared user interface widgets and gesturing, as well as generation of speech activity profiles. A set of tools has been developed specifically for these purposes which can be used as a data collection platform for the development of meeting browsers. The data gathered to data consists of nearly 30 hours of recorded audio and time stamped editing operations and gestures.

text: Gathering a corpus of multimodal computer-mediated meetings with focus on text and audio interaction In this paper we describe the gathering of a corpus of synchronised speech and text interaction over the network. The data collection scenarios characterise audio meetings with a significant textual component. Unlike existing meeting corpora, the corpus described in this paper emphasises temporal relationships between speech and text media streams. This is achieved through detailed logging and time stamping of text editing operations, actions on shared user interface widgets and gesturing, as well as generation of speech activity profiles. A set of tools has been developed specifically for these purposes which can be used as a data collection platform for the development of meeting browsers. The data gathered to data consists of nearly 30 hours of recorded audio and time stamped editing operations and gestures.

year: 2006

title: Tiakina te Pā Harakeke: Māori Childrearing practices within a context of whānau ora.

authors: Pihama, Leonie

abstract: ‘Tiakina Te Pā Harakeke’ was developed to support the investigation and identification of  Kaupapa Māori	approaches to Māori childrearing and parenting. The project investigates how we can draw upon such frameworks to support intervention in the area of child abuse and child neglect within our whānau. ‘Tiakina Te Pā Harakeke’ is a research project that brings to the fore	the successful values and practices of childrearing that have been held within whānau, hapū and iwi for many generations. It is an exploration and sharing of knowledge that supported the belief held by our tūpuna that our tamariki and mokopuna are treasured parts of whānau, hapū and iwi, as is expressed in the saying	‘he taonga te mokopuna’.

text: Tiakina te Pā Harakeke: Māori Childrearing practices within a context of whānau ora. ‘Tiakina Te Pā Harakeke’ was developed to support the investigation and identification of  Kaupapa Māori	approaches to Māori childrearing and parenting. The project investigates how we can draw upon such frameworks to support intervention in the area of child abuse and child neglect within our whānau. ‘Tiakina Te Pā Harakeke’ is a research project that brings to the fore	the successful values and practices of childrearing that have been held within whānau, hapū and iwi for many generations. It is an exploration and sharing of knowledge that supported the belief held by our tūpuna that our tamariki and mokopuna are treasured parts of whānau, hapū and iwi, as is expressed in the saying	‘he taonga te mokopuna’.

year: 2014