title: The Community Arts Service: History and Social Context.

authors: Ulenberg, Phillippa

subjects: New Zealand

abstract: The Community Arts Service (CAS, 1946-1966), founded after World War Two, took tours of music, drama, opera, dance and art exhibitions to smaller centres and isolated rural areas throughout New Zealand, fostering the cultural activities undertaken by local groups. From the Auckland University College, where it originated as a branch of Adult Education, it spread to the other University College provinces and, beyond New Zealand, to Australia.
As Adult Education, CAS programmes emphasised educational value and aimed to develop the tastes and level of culture in the participating communities. The Service operated through local CAS committees, encouraging rural centres to take increasing responsibility for the cultural life of their own communities.
Following World War Two, themes of nationalism, decentralisation of culture and correcting the imbalances that existed between rural and urban life so as to create a more egalitarian society, were key issues in New Zealand. The CAS played a significant role in redressing these concerns but to date, have received little critical attention. This thesis, which examines the important role of the Service in the musical and artistic life of twentieth century New Zealand, is an original contribution to the cultural history of this country.
Main documentary research sources consulted were regional histories, publications on New Zealand music, theatre, ballet, opera and journals on the arts from the period. Diaries, correspondence, local cultural societies' documentation and programmes of past concerts held in private collections have been valuable. The archival material for Arthur Owen Jensen and Ronald Graeme Dellow (Alexander Turnbull Library) and, the records of Auckland Adult Education (University of Auckland, Special Collections) have been a significant help. People who were involved with the CAS have generously contributed through interviews and correspondence. Newspaper cuttings in private collections and past issues of the Waikato Times held in the Hamilton Public Library have also been important sources.

text: The Community Arts Service: History and Social Context. The Community Arts Service (CAS, 1946-1966), founded after World War Two, took tours of music, drama, opera, dance and art exhibitions to smaller centres and isolated rural areas throughout New Zealand, fostering the cultural activities undertaken by local groups. From the Auckland University College, where it originated as a branch of Adult Education, it spread to the other University College provinces and, beyond New Zealand, to Australia.
As Adult Education, CAS programmes emphasised educational value and aimed to develop the tastes and level of culture in the participating communities. The Service operated through local CAS committees, encouraging rural centres to take increasing responsibility for the cultural life of their own communities.
Following World War Two, themes of nationalism, decentralisation of culture and correcting the imbalances that existed between rural and urban life so as to create a more egalitarian society, were key issues in New Zealand. The CAS played a significant role in redressing these concerns but to date, have received little critical attention. This thesis, which examines the important role of the Service in the musical and artistic life of twentieth century New Zealand, is an original contribution to the cultural history of this country.
Main documentary research sources consulted were regional histories, publications on New Zealand music, theatre, ballet, opera and journals on the arts from the period. Diaries, correspondence, local cultural societies' documentation and programmes of past concerts held in private collections have been valuable. The archival material for Arthur Owen Jensen and Ronald Graeme Dellow (Alexander Turnbull Library) and, the records of Auckland Adult Education (University of Auckland, Special Collections) have been a significant help. People who were involved with the CAS have generously contributed through interviews and correspondence. Newspaper cuttings in private collections and past issues of the Waikato Times held in the Hamilton Public Library have also been important sources.

year: 2009

title: Data transformation: a semantically-based approach to function discovery

authors: Phan, Thong H.

subjects: Function discovery

abstract: This paper presents the method of data transformation for discovering numeric functions from their examples. Based on the idea of transformations between functions, this method can be viewed as a semantic counterpart to the more common approach of formula construction used in most previous discovery systems. Advantages of the new method include a flexible implementation through the design of transformation rules, and a sound basis for rigorous mathematical analysis to characterize what can be discovered. The method has been implemented in a discovery system called "LINUS," which can identify a wide range of functions: rational functions, quadratic relations, and many transcendental functions, as well as those that can be transformed to rational functions by combinations of differentiation, logarithm and function inverse operations.

text: Data transformation: a semantically-based approach to function discovery This paper presents the method of data transformation for discovering numeric functions from their examples. Based on the idea of transformations between functions, this method can be viewed as a semantic counterpart to the more common approach of formula construction used in most previous discovery systems. Advantages of the new method include a flexible implementation through the design of transformation rules, and a sound basis for rigorous mathematical analysis to characterize what can be discovered. The method has been implemented in a discovery system called "LINUS," which can identify a wide range of functions: rational functions, quadratic relations, and many transcendental functions, as well as those that can be transformed to rational functions by combinations of differentiation, logarithm and function inverse operations.

year: 1994-08

title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012