title: Developing key concepts for the design of hypertext for printed books

authors: Timpany, Claire

subjects: non-linear reading

abstract: In the modern world, computers and interactivity are becoming an ever-increasing phenomenon, but this means that the tactile appeal of the printed book is giving way to the increasing popularity of digital interactivity. This research explores how one of the integral concepts of computer interaction, hypertext, can be applied to the medium of print and the advantages that this can bring to the reading environment. The interaction used to read a printed book is different to that of reading material in an electronic form. Books are linear, moving forward, whereas electronic material is laterally associative. However, reading material in an electronic form, such as hypertext, allows the readers to customise and reorder knowledge for their own needs. In comparison, navigation of paper documents is aided by the information being fixed, and readers can easily refer to several documents simultaneously. The considerations that need to be made when combining the benefits of two such contrasting media needs careful attention. Six key design concepts applying hypertext methods to books are discussed to assist the production of effective reading media.

text: Developing key concepts for the design of hypertext for printed books In the modern world, computers and interactivity are becoming an ever-increasing phenomenon, but this means that the tactile appeal of the printed book is giving way to the increasing popularity of digital interactivity. This research explores how one of the integral concepts of computer interaction, hypertext, can be applied to the medium of print and the advantages that this can bring to the reading environment. The interaction used to read a printed book is different to that of reading material in an electronic form. Books are linear, moving forward, whereas electronic material is laterally associative. However, reading material in an electronic form, such as hypertext, allows the readers to customise and reorder knowledge for their own needs. In comparison, navigation of paper documents is aided by the information being fixed, and readers can easily refer to several documents simultaneously. The considerations that need to be made when combining the benefits of two such contrasting media needs careful attention. Six key design concepts applying hypertext methods to books are discussed to assist the production of effective reading media.

year: 2009

title: Sport team leadership coaching and captaincy in elite level rugby union football

authors: McConnell, Robin Charles

abstract: A wide range of literature exists on coaching but it is concerned predominantly with the high school and college levels, is based upon athlete or coach perceptions, or is confined to observations of training or competition. As leaders of sports teams, coaches and captains have rarely been studied at the highest level of national or international sports competition.

In the present study, the team leadership roles of the coach and captain in elite rugby union football in New Zealand were examined using participant observation and other qualitative research methods. Elite was defined as New Zealand rugby’s highest internal level of competition: (a) the national provincial championships and (b) international test matches of the national team, the All Blacks.

The study explored the roles of the elite rugby coach and captain in vivo in a wide variety of team situations. It was felt that this could provide first-hand information on particular team leader behaviours, on what a coach and captain actually do, and how they are perceived by those around them. The main objective, however, was to use grounded theory techniques to create a model of elite rugby team leadership that might guide developmental programmes on such leadership.

The research phases undertaken were those of participant observation with a Provincial Team for five matches, a survey of provincial teams’ coaches and captains on their leadership associated with actual matches, three years’ participant observation with the All Blacks (including observation in eight test match weeks), multiple perspectives on elite team leadership from past rugby test players in New Zealand and overseas, and interviews with national team leaders in sports other than rugby.

Participant observation, interviews, questionnaires and document analysis generated data from the research settings. These data were considered in terms of symbolic interactionism and subjected to a grounded theory process. This led to a set of elite rugby team leadership categories and properties which, in turn, generated a comprehensive set of theoretical propositions.

The propositions became the basis for a model of elite rugby team leadership. This model was then considered as the basis for a programme to develop elite rugby team leaders. Significant aspects of the research findings which have not featured in previous research literature included the coach’s vision, team culture, centrality of the game plan, match week build-up, the importance of the captain’s playing example, the coach's ability to utilise teaching precepts, the coach’s personal qualities, and the need to develop and evaluate team leaders. The model, and the developmental programme principles emanating from it, are seen as relevant for developing elite level leaders in team sports other than rugby.

text: Sport team leadership coaching and captaincy in elite level rugby union football A wide range of literature exists on coaching but it is concerned predominantly with the high school and college levels, is based upon athlete or coach perceptions, or is confined to observations of training or competition. As leaders of sports teams, coaches and captains have rarely been studied at the highest level of national or international sports competition.

In the present study, the team leadership roles of the coach and captain in elite rugby union football in New Zealand were examined using participant observation and other qualitative research methods. Elite was defined as New Zealand rugby’s highest internal level of competition: (a) the national provincial championships and (b) international test matches of the national team, the All Blacks.

The study explored the roles of the elite rugby coach and captain in vivo in a wide variety of team situations. It was felt that this could provide first-hand information on particular team leader behaviours, on what a coach and captain actually do, and how they are perceived by those around them. The main objective, however, was to use grounded theory techniques to create a model of elite rugby team leadership that might guide developmental programmes on such leadership.

The research phases undertaken were those of participant observation with a Provincial Team for five matches, a survey of provincial teams’ coaches and captains on their leadership associated with actual matches, three years’ participant observation with the All Blacks (including observation in eight test match weeks), multiple perspectives on elite team leadership from past rugby test players in New Zealand and overseas, and interviews with national team leaders in sports other than rugby.

Participant observation, interviews, questionnaires and document analysis generated data from the research settings. These data were considered in terms of symbolic interactionism and subjected to a grounded theory process. This led to a set of elite rugby team leadership categories and properties which, in turn, generated a comprehensive set of theoretical propositions.

The propositions became the basis for a model of elite rugby team leadership. This model was then considered as the basis for a programme to develop elite rugby team leaders. Significant aspects of the research findings which have not featured in previous research literature included the coach’s vision, team culture, centrality of the game plan, match week build-up, the importance of the captain’s playing example, the coach's ability to utilise teaching precepts, the coach’s personal qualities, and the need to develop and evaluate team leaders. The model, and the developmental programme principles emanating from it, are seen as relevant for developing elite level leaders in team sports other than rugby.

year: 1996

title: Na Tarimo i whakaari... Ko Rangiwewehi te iwi

authors: Flavell, James William Ben

abstract: Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

text: Na Tarimo i whakaari... Ko Rangiwewehi te iwi Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

year: 1986