title: More English than the English? Cricket fan culture in New Zealand

authors: Gibbs, Danny Wiremu

subjects: Geography

abstract: This thesis focuses on cricket fan culture in New Zealand. It examines academic theory in relation to sport, sport(s) fandom, cricket, and cricket fandom, and identifies their relevance to human geography. Theoretical constructions underpinned the data collected from New Zealand cricket fans over the course the 2017-18 summer. Cricket fan culture in New Zealand has not had sufficient reasoning to be defined in its own unique manner. Historically a lack of on-field success by New Zealand cricket teams, scarce amounts of domestic cricket being played in New Zealand, and culture clashes with prominent sports in New Zealand, led to stagnation in the development of a cricket fan culture throughout the twentieth century. Research of historical influences on contemporary cricket fan culture in New Zealand is combined with data collected from cricket fans via participant observation and semi-structured interviews. This research determines while that cricket fan culture in contemporary New Zealand mitigates against easy definition, the study of sporting fandom offers much potential for future geographic research Challenging historical and contemporary ideologies of cricket fan culture in New Zealand highlights the complexities, richness, and diversity of sports fandom.

text: More English than the English? Cricket fan culture in New Zealand This thesis focuses on cricket fan culture in New Zealand. It examines academic theory in relation to sport, sport(s) fandom, cricket, and cricket fandom, and identifies their relevance to human geography. Theoretical constructions underpinned the data collected from New Zealand cricket fans over the course the 2017-18 summer. Cricket fan culture in New Zealand has not had sufficient reasoning to be defined in its own unique manner. Historically a lack of on-field success by New Zealand cricket teams, scarce amounts of domestic cricket being played in New Zealand, and culture clashes with prominent sports in New Zealand, led to stagnation in the development of a cricket fan culture throughout the twentieth century. Research of historical influences on contemporary cricket fan culture in New Zealand is combined with data collected from cricket fans via participant observation and semi-structured interviews. This research determines while that cricket fan culture in contemporary New Zealand mitigates against easy definition, the study of sporting fandom offers much potential for future geographic research Challenging historical and contemporary ideologies of cricket fan culture in New Zealand highlights the complexities, richness, and diversity of sports fandom.

year: 2018

title: Using keyphrases as search result surrogates on small screen devices

authors: Jones, Steve

subjects: computer science

abstract: This paper investigates user interpretation of search result displays on small screen devices. Such devices present interesting design challenges given their limited display capabilities, particularly in relation to screen size. Our aim is to provide users with succinct yet useful representations of search results that allow rapid and accurate decisions to be made about the utility of result documents, yet minimize user actions (such as scrolling), the use of device resources, and the volume of data to be downloaded. Our hypothesis is that keyphrases that are automatically extracted from documents can support this aim. We report on a user study that compared how accurately users categorized result documents on small screens when the document surrogates consisted of either keyphrases only, or document titles. We found no significant performance differences between the two conditions. In addition to these encouraging results, keyphrases have the benefit that they can be extracted and presented when no other document metadata can be identified.

text: Using keyphrases as search result surrogates on small screen devices This paper investigates user interpretation of search result displays on small screen devices. Such devices present interesting design challenges given their limited display capabilities, particularly in relation to screen size. Our aim is to provide users with succinct yet useful representations of search results that allow rapid and accurate decisions to be made about the utility of result documents, yet minimize user actions (such as scrolling), the use of device resources, and the volume of data to be downloaded. Our hypothesis is that keyphrases that are automatically extracted from documents can support this aim. We report on a user study that compared how accurately users categorized result documents on small screens when the document surrogates consisted of either keyphrases only, or document titles. We found no significant performance differences between the two conditions. In addition to these encouraging results, keyphrases have the benefit that they can be extracted and presented when no other document metadata can be identified.

year: 2003-09

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020