title: Remote sensing of water quality – fact sheet

authors: Hicks, Brendan J.

abstract: Evaluating water quality is a key tool in lake management. Typically water quality samples are restricted to a limited number of point samples collected in situ in the field, which can be time consuming and costly. Also, the few in situ points sampled fail to capture the spatial variability, e.g., for the large Lake Waikare (3,400 ha; Figure. 1).

text: Remote sensing of water quality – fact sheet Evaluating water quality is a key tool in lake management. Typically water quality samples are restricted to a limited number of point samples collected in situ in the field, which can be time consuming and costly. Also, the few in situ points sampled fail to capture the spatial variability, e.g., for the large Lake Waikare (3,400 ha; Figure. 1).

year: 2015

title: Preparing for Operatic Roles by Combining Elements of Stanislavsky’s System with Alfreds’ Actioning

authors: Dams, June

subjects: opera

abstract: This thesis examines the process of preparing for operatic roles by combining elements of Constantin Stanislavsky’s ‘system’ with Mike Alfreds’ Actioning. The research is presented as a report of a practice-led experiment, using myself as subject, to test the efficacy of Actioning within my Stanislavskian-influenced dramatic character preparation process for operatic roles. 
This study was undertaken by the singer-actor/researcher as four applied case studies which integrate dramatic character preparation within the early preparation stages of the music/role-learning process. The purpose of this study is to encourage the development of dramatic self-sufficiency for the singer-actor by testing the validity and adaptability of Actioning to improve the efficiency of their dramatic character preparation in the practice studio (general private practice/rehearsal space). 
This research follows a practice-led methodology presented through four applied case studies on the roles of Carmen (Carmen), Carlotta Giudicelli (The Phantom of the Opera) in two productions, and Micaëla (Carmen) with particular focus on her aria "Je dis que rien ne m’épouvante" for the Final DMA Recital. 
Chapter One introduces the focus of the thesis and an overview of the research. Chapter Two covers the relevant literature and justifies the research inquiry. Chapter Three establishes the methodological approach. Chapter Four comprises the four applied case studies of Carmen, Carlotta and Micaëla; and Chapter Five discusses the findings and limitations of the thesis, and offers suggestions for future research. 
This study makes three important contributions to the growing literature surrounding dramatic role preparation for the singer-actor. Firstly, this research tests the efficacy of Actioning in combination with Stanislavskian techniques specifically for the operatic singer-actor. Secondly, the process of Actioning is adapted to suit the singer-actor’s dramatic preparation process in the practice studio, establishing it as a valid and practical preparatory technique for the singer-actor. Thirdly, this thesis provides an expedient and practical model for dramatic character preparation, increasing dramatic self-sufficiency for the singer-actor as well as revealing the practice studio as a valid space for dramatic character preparation.

text: Preparing for Operatic Roles by Combining Elements of Stanislavsky’s System with Alfreds’ Actioning This thesis examines the process of preparing for operatic roles by combining elements of Constantin Stanislavsky’s ‘system’ with Mike Alfreds’ Actioning. The research is presented as a report of a practice-led experiment, using myself as subject, to test the efficacy of Actioning within my Stanislavskian-influenced dramatic character preparation process for operatic roles. 
This study was undertaken by the singer-actor/researcher as four applied case studies which integrate dramatic character preparation within the early preparation stages of the music/role-learning process. The purpose of this study is to encourage the development of dramatic self-sufficiency for the singer-actor by testing the validity and adaptability of Actioning to improve the efficiency of their dramatic character preparation in the practice studio (general private practice/rehearsal space). 
This research follows a practice-led methodology presented through four applied case studies on the roles of Carmen (Carmen), Carlotta Giudicelli (The Phantom of the Opera) in two productions, and Micaëla (Carmen) with particular focus on her aria "Je dis que rien ne m’épouvante" for the Final DMA Recital. 
Chapter One introduces the focus of the thesis and an overview of the research. Chapter Two covers the relevant literature and justifies the research inquiry. Chapter Three establishes the methodological approach. Chapter Four comprises the four applied case studies of Carmen, Carlotta and Micaëla; and Chapter Five discusses the findings and limitations of the thesis, and offers suggestions for future research. 
This study makes three important contributions to the growing literature surrounding dramatic role preparation for the singer-actor. Firstly, this research tests the efficacy of Actioning in combination with Stanislavskian techniques specifically for the operatic singer-actor. Secondly, the process of Actioning is adapted to suit the singer-actor’s dramatic preparation process in the practice studio, establishing it as a valid and practical preparatory technique for the singer-actor. Thirdly, this thesis provides an expedient and practical model for dramatic character preparation, increasing dramatic self-sufficiency for the singer-actor as well as revealing the practice studio as a valid space for dramatic character preparation.

year: 2017

title: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency

authors: Shandley, Rosina Mary

subjects: Māori-medium

abstract: From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

text: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

year: 2022