title: A sight-singing tutor

authors: Smith, Lloyd A.

subjects: computer science

abstract: This paper describes a computer program designed to aid its users in learning to sight-sing. Sight-singing-the ability to sing music from a score without prior study-is an important skill for musicians and holds a central place in most university music curricula. Its importance to vocalists is obvious; it is also an important skill for instrumentalists and conductors because it develops the aural imagination necessary to judge how the music should sound, when played (Benward and Carr 1991). Furthermore, it is an important skill for amateur musicians, who can save a great deal of rehearsal time through an ability to sing music at sight.

text: A sight-singing tutor This paper describes a computer program designed to aid its users in learning to sight-sing. Sight-singing-the ability to sing music from a score without prior study-is an important skill for musicians and holds a central place in most university music curricula. Its importance to vocalists is obvious; it is also an important skill for instrumentalists and conductors because it develops the aural imagination necessary to judge how the music should sound, when played (Benward and Carr 1991). Furthermore, it is an important skill for amateur musicians, who can save a great deal of rehearsal time through an ability to sing music at sight.

year: 1997-03

title: Using object biography metadata to create artefact interactions outside memory institutions

authors: Zhao, Can

subjects: Object biography

abstract: Artefacts are primarily experienced inside museums, and those with insufficient display and interpretation can be isolated and ignored. Mobile devices potentially allow the artefact interaction touchpoints to be moved into the wider environment beyond the physical boundaries of memory institutions. To achieve these interactions, one approach is to modify metadata from a typical descriptive catalogue entry to be object biography-centric. This thesis explores this opportunity and presents the creation of novel artefact-centric interactions outside museums embodied by a proof-of-concept mobile application prototype. 
We performed four studies to acquire object biography metadata, design and evaluate the interactions with biography-enhanced artefacts. Study one explored the potential contributions that the biographical approach can make in documenting artefacts. Study two acquired object biography metadata in a selection of places and conceptualised the metadata fields. Study three extracted five sets of sample metadata from the collection of a local museum. The final study was the design and user evaluation of the prototype, which indicated that the implementation supported the novelty and effectiveness of object biography-centric interactions. 
The current descriptive metadata of objects are not generally reusable for context-aware applications. Interactions designed on top of object biography metadata in the environment are a potential new approach for museum informatics and biographical intersections are a promising concept to focus user engagement.

text: Using object biography metadata to create artefact interactions outside memory institutions Artefacts are primarily experienced inside museums, and those with insufficient display and interpretation can be isolated and ignored. Mobile devices potentially allow the artefact interaction touchpoints to be moved into the wider environment beyond the physical boundaries of memory institutions. To achieve these interactions, one approach is to modify metadata from a typical descriptive catalogue entry to be object biography-centric. This thesis explores this opportunity and presents the creation of novel artefact-centric interactions outside museums embodied by a proof-of-concept mobile application prototype. 
We performed four studies to acquire object biography metadata, design and evaluate the interactions with biography-enhanced artefacts. Study one explored the potential contributions that the biographical approach can make in documenting artefacts. Study two acquired object biography metadata in a selection of places and conceptualised the metadata fields. Study three extracted five sets of sample metadata from the collection of a local museum. The final study was the design and user evaluation of the prototype, which indicated that the implementation supported the novelty and effectiveness of object biography-centric interactions. 
The current descriptive metadata of objects are not generally reusable for context-aware applications. Interactions designed on top of object biography metadata in the environment are a potential new approach for museum informatics and biographical intersections are a promising concept to focus user engagement.

year: 2021

title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016