title: Children learning to sing in everyday family life in minority world homes

authors: Young, Susan

subjects: Music

abstract: In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

text: Children learning to sing in everyday family life in minority world homes In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

year: 2020

title: The Influence of Match-Day Napping in Elite Female Netball Athletes

authors: O'Donnell, Shannon Lea

subjects: team-sports

abstract: Purpose:
To assess the effect of match-day napping and duration of naps on perceptual and performance indices in elite female netball players over two consecutive netball seasons.

Methods:
Fourteen elite female netball athletes (mean ± SD; age = 23 ± 6 yr) participated in an observational study over 26 competition matches. On each match day, athletes provided information on their napping habits, perceived energy levels, and then performed 3 countermovement jumps (CMJ) 3h30 prior to the start of the match. One hour following the match, subjective player performance ratings from the players and two members of the coaching staff were obtained. Naps were characterized into 3 conditions for analysis; No Nap (NN), <20 min Nap (SHORT), and ≥20 min Nap (LONG).

Results:
A significant difference in peak jump velocity was observed between the SHORT and the NN condition in favor of the shorter nap (3.23 ± 0.26 and 3.07 ± 0.36 m.s-1, respectively, d = 0.34, p < 0.05). A moderate, significant difference (d = 0.85; p < 0.05) was observed for the coach rating of performance (out of 10) between the SHORT and the NN condition (7.2 ± 0.8 and 6.4 ± 0.9, respectively) in favor of SHORT.

Conclusion:
The findings from the study would suggest that a short nap (<20 min) on the day of competition can enhance jump velocity and improve subjective performance in elite netball players, as assessed by coaching staff.

text: The Influence of Match-Day Napping in Elite Female Netball Athletes Purpose:
To assess the effect of match-day napping and duration of naps on perceptual and performance indices in elite female netball players over two consecutive netball seasons.

Methods:
Fourteen elite female netball athletes (mean ± SD; age = 23 ± 6 yr) participated in an observational study over 26 competition matches. On each match day, athletes provided information on their napping habits, perceived energy levels, and then performed 3 countermovement jumps (CMJ) 3h30 prior to the start of the match. One hour following the match, subjective player performance ratings from the players and two members of the coaching staff were obtained. Naps were characterized into 3 conditions for analysis; No Nap (NN), <20 min Nap (SHORT), and ≥20 min Nap (LONG).

Results:
A significant difference in peak jump velocity was observed between the SHORT and the NN condition in favor of the shorter nap (3.23 ± 0.26 and 3.07 ± 0.36 m.s-1, respectively, d = 0.34, p < 0.05). A moderate, significant difference (d = 0.85; p < 0.05) was observed for the coach rating of performance (out of 10) between the SHORT and the NN condition (7.2 ± 0.8 and 6.4 ± 0.9, respectively) in favor of SHORT.

Conclusion:
The findings from the study would suggest that a short nap (<20 min) on the day of competition can enhance jump velocity and improve subjective performance in elite netball players, as assessed by coaching staff.

year: 2018

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015