title: Music video's performing bodies: Floria Sigismondi as gestural animator and puppeteer

authors: Perrott, Lisa

subjects: Arts & Humanities

abstract: Auteur music video director Floria Sigismondi has a reputation for creating beautifully macabre imagery that has been described as surreal and uncanny. Less obvious is the way in which she uses animation and gesture to estrange the movement of performing bodies. While pixilation and stop motion animation are used together to invert the agency of humans and objects, Sigismondi’s use of gesture extends this manipulation of agency beyond technical processes. This dialectic of cinematic agency is discussed through an examination of three music videos directed by Sigismondi: End of the World (2004) for The Cure, Montauk Fling (2013) for Lawrence Rothman and The Stars (Are Out Tonight) (2013) for David Bowie. Considering these videos in relation to puppet animation, live-action film and the cultural and historical migration of gesture, the author argues that Sigismondi puppetises humans and animates gesture as a means of transgression.

text: Music video's performing bodies: Floria Sigismondi as gestural animator and puppeteer Auteur music video director Floria Sigismondi has a reputation for creating beautifully macabre imagery that has been described as surreal and uncanny. Less obvious is the way in which she uses animation and gesture to estrange the movement of performing bodies. While pixilation and stop motion animation are used together to invert the agency of humans and objects, Sigismondi’s use of gesture extends this manipulation of agency beyond technical processes. This dialectic of cinematic agency is discussed through an examination of three music videos directed by Sigismondi: End of the World (2004) for The Cure, Montauk Fling (2013) for Lawrence Rothman and The Stars (Are Out Tonight) (2013) for David Bowie. Considering these videos in relation to puppet animation, live-action film and the cultural and historical migration of gesture, the author argues that Sigismondi puppetises humans and animates gesture as a means of transgression.

year: 2015

title: Capacity-building activities related to climate change vulnerability and adaptation assessment and economic valuation for Fiji

authors: Kenny, Gavin J.

subjects: FIJICLIM model

abstract: The Terms of Reference for this work specified three objectives to the Fiji component: Objective 1a: to provide a prototype FIJICLIM model (covered under PICCAP funding)
Objective 1b: to provide training and transfer of FIJICLIM
Objective 1c: to present and evaluate World Bank study findings and to identify future directions for development and use of FIJICLIM (2-day workshop)
Proceedings of the training course and workshop were prepared by the Fiji Department of Environment. The summaries from these proceedings reflect a very high degree of success with the contracted activities.

text: Capacity-building activities related to climate change vulnerability and adaptation assessment and economic valuation for Fiji The Terms of Reference for this work specified three objectives to the Fiji component: Objective 1a: to provide a prototype FIJICLIM model (covered under PICCAP funding)
Objective 1b: to provide training and transfer of FIJICLIM
Objective 1c: to present and evaluate World Bank study findings and to identify future directions for development and use of FIJICLIM (2-day workshop)
Proceedings of the training course and workshop were prepared by the Fiji Department of Environment. The summaries from these proceedings reflect a very high degree of success with the contracted activities.

year: 2000-11-02

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018