Journal articles on the topic 'Nzewi'

In this paper I explicate polyrhythm in the context of traditional West African music, framing it within a more general theory of polyrhythm and polymeter, then compare three approaches for the visual representation of both. In contrast to their analytical separation in Western theory and practice, traditional West African music features integral connections among all the expressive arts (music, poetry, dance, and drama), and the unity of rhythm and melody (what Nzewi calls “melo-rhythm”). Focusing on the Ewe people of south-eastern Ghana, I introduce the multi-art performance type called Agbekor, highlighting its poly-melo-rhythms, and representing them in three notational systems: the well-known but culturally biased Western notation; a more neutral tabular notation, widely used in ethnomusicology but more limited in its representation of structure; and a context-free recursive grammar of my own devising, which concisely summarizes structure, at the possible cost of readability. Examples are presented, and the strengths and drawbacks of each system are assessed. While undoubtedly useful, visual representations cannot replace audio-visual recordings, much less the experience of participation in a live performance.

The term decolonize has gained a new life in recent art activism, as a radical challenge to the Eurocentrism of museums (in light of Native, Indigenous, and other epistemological perspectives) as well as in the museum's structural relation to violence (either in its ties to oligarchic trustees or to corporations engaged in the business of war or environmental depredation). In calling forth the mid-twentieth-century period of decolonization as its historical point of reference, the word's emphatic return is rhetorically powerful, and it corresponds to a parallel interest among scholars in a plural field of postcolonial or global modernisms. The exhortation to decolonize, however, is not uncontroversial-some believe it still carries a Eurocentric bias. Indeed, it has been proposed that, for the West, de-imperialization is perhaps even more urgent than decolonization. What does the term decolonize mean to you in your work in activism, criticism, art, and/or scholarship? Why has it come to play such an urgent role in the neoliberal West? How can we link it historically with the political history of decolonization, and how does it work to translate postcolonial theory into a critique of the neocolonial contemporary art world? Respondents include Nana Adusei-Poku, Brook Andrew, Sampada Aranke, Ian Bethell-Bennett, Kader Attia, Andrea Carlson, Elise Y. Chagas, ISUMA, Iftikhar Dadi, Janet Dees, Nitasha Dhillon, Hannah Feldman, Josh T. Franco, David Garneau, Renee Green, Iman Issa, Arnold J. Kemp, Thomas Lax, Nancy Luxon, Nelson Maldonado-Torres, Saloni Mathur, Tiona Nekkia McClodden, Alan Michelson, Partha Mitter, Isabela Muci Barradas, Steven Nelson, Ugochukwu-Smooth C. Nzewi, Alessandro Petti, Paulina Pineda, Christopher Pinney, Elizabeth Povinelli, Ryan Rice, Andrew Ross, Paul Chaat Smith, Nancy Spector, Francoise Verges, Rocio Zambrana, and Joseph R. Zordan.

Welcome to the fourth issue of the Journal of Construction Business and Management. The themes covered in this issue are related to information technologies, building materials, risk factors and practices used in the procurement of construction projects. These papers expose the readers to innovative technologies, career advancement, risk factors, alternative building materials and cost analysis that fills the key gaps in knowledge. The issue contains five articles that were written by authors based in Nigeria and South Africa. Overall, twelve authors produced these articles aimed at strengthening the debate in and improving research undertaken in the area of the management of construction project organizations and delivery processes. The first paper by Olugboyega and Aina examines the Levels of Details of Building Information Models being generated by two hundred and eighty-two construction professionals in Lagos State, Nigeria using respondents driven sampling techniques. The authors found that the levels of generating BIM visualization purposes were very high in the study area. Paper two by Dada investigates the progression of Quantity Surveyors towards developing a career path framework for Quantity Surveyors in private practice in Nigeria. The proposed framework demonstrates the benchmark necessary for resolving common problems about career progression towards promoting harmonious working relationship and quality service delivery in Quantity Surveying practice. Leo-Olagbaye and Odeyinka’s paper assessed the risk factors encountered in the delivery of road projects in Osun State, Nigeria. The study results revealed that the risk factors on these projects with a high likelihood of occurrence are the scope of work, defective design, error and rework and change in design, in order of magnitude. Paper four by Alade, Oyebade and Nzewi examines the availability and level of usage of Local Building Materials (LBM) in Ado-Ekiti, South Western Nigeria. Based on information provided by One Hundred and Fifty construction professionals, the research found that LBMs such as stone, timber, laterite, clay and bamboo were available in sufficient quantities in the study area for building construction. The final paper by Windapo, Moghayedi, Oliphant and Adediran explored the components of cost on construction projects in South Africa using a qualitative research approach. The study found that the primary cost constituents of construction projects were building materials and sub-contracted work, accounting for 63.69% and 74.6% of the value of renovation and new construction work respectively, and recommends that the sub-contractor and building material inputs in construction projects should be carefully managed to ensure that construction projects are completed effectively and efficiently. Lastly, I wish to acknowledge all authors who submitted papers for consideration, members of the JCBM Editorial Board and panel of reviewers for their support, timeous review and comments that have helped in defining and improving the quality of manuscripts submitted to the JCBM for review. In conclusion, we welcome feedback and suggestions from readers towards improving the quality of the journal and in maintaining the integrity of the findings published. Abimbola Windapo PhD Editor-in-chief

During 1992, many hands seized the chance to paddle the Maori education waka in the primary system.The Maori community continued to establish Kura Kaupapa Maori, immersion and bilingual programmes. Schools increased the involvement of whanau in their activities and generally attempted to improve the quality of Maori education programmes.The National Maori Congress, Te Whakakotahitanga o Nga Iwi o Aotearoa, completed a report that promoted the goal of establishing iwi education authorities. Government established an inquiry into Maori education and directed officials committees to:(a) develop a bold strategy for the protection and promotion of te reo Maori; and(b) develop a comprehensive policy for Maori education.A Maori Education Group to comment on the Minister of Education’s “Vision for Education” was established. Maori government officials and others attempted to co-ordinate an effective Maori voice in education through Te Roopu Whakahaere and Te Roopu Whanui.Tino Rangatiratanga continued its work of co-ordinating, mobilising and politicising Maori in education and challenging the effectiveness of existing or proposed government education policy.Finally, in an atmosphere of government hostility towards unions, the primary teachers’ union, the New Zealand Educational Institute (NZEI) strengthened its philosophies, policies, priorities and practices by:establishing Miro Maori as an integral part of NZEI structures;giving leadership, direction and cohesion to the development of Maori education policies; andensuring that Maori views are included in the activities, developments and changes in the general education system.In putting forward a Maori unionist’s view, there is recognition that during 1992:Maori people put a lot of energy into primary education for the purpose of improving Maori achievement, revitalizing te reo me ona tikanga Maori andstrengthening Maori participation in the education of their children;NZEI, the primary teachers’ union, gave significant support to Maori education developments; andthere was a lot of government activity and stated commitment but their work lacked rigour, direction and coherency.Although many hands paddled the Maori education waka, by the end of 1992, it had made only a minor advance from where it had been in 1991. The waka tended to veer in motion from side to side, backwards and forwards and swirled around in circles rather than tracking forwards towards achieving significant goals. The Matauranga Maori waka clearly lacks strong navigational leadership, and government in particular is paddling against the tide of Maori aspirations...

The report of the Early Childhood Education Project Future Directions: Early Childhood Education in New Zealand was launched in September, 1996. The report “focuses on the structures and funding required to deliver high quality education services for young children” (Early Childhood Education Project, 1996a, p. 2). This article briefly describes the context within which the project was initiated. It outlines the aims of the project, the process undertaken to develop the report and highlights its key findings, goals and recommendations. This article sets out NZEI Te Riu Roa’s strategy in promoting the report and concludes with a broad overview of the impact of the report in shaping government policy direction.

My neighbour at Pretoria University Music Department is Meki Nzwei. Master drummer and music ethnologist, he speaks with passion and authority as befits an elder in Africa. We disagree on many things. And the more I listen to what it is that I disagree with, the more I think he has a point or two. Meki, who hails from Nigeria, maintains that music in Africa is healing, and what is music therapy other than some colonial import? Why is music therapy separate from music-making? Why is it calling itself thus in South Africa, instead of imbibing African music-healing traditions? My blood pressure rises instantly, and I suggest to him that perhaps African music-healing, too, might absorb something from music therapy. This is where Meki and I are at the moment. I think that this is where music therapy in South Africa - and much of Africa - is at the moment.

In the 1990s the early childhood community has emphasised the importance of high quality services that provide the best possible environments for young children. Structural features of quality are generally agreed. This paper describes the current provision and quality of early childhood services in New Zealand. It argues that there has been a steady erosion of high-quality publicly-funded early childhood education and that the competitive free market model is inappropriate for the provision of education services. The paper discusses weaknesses in the state infrastructure that supports early childhood education and inadequacies in current funding arrangements. It analyses the 1995 budget decisions with particular focus on free kindergartens. Finally the paper describes an initiative by NZEI Te Riu Roa to develop proposals to take the sector forward on a sound basis into the 21st century.

Abstract: The study aims to analyze the effectiveness of Adragogy implementation of National Zakat Index (NZI) by National Zakat Board (BAZNAS)’s socialization. This descriptive qualitative-explorative analysis took In-depth interviews to BAZNAS and lecturers for getting primary data. Secondary data obtained through the Desk Study in the form of exploration of references from various scientific sources. The results of the study are: Firstly, The practice of andragogy in various countries has different focus depend on the objectives to be achieved; Secondly, Public literacy and zakat stakeholders increases along with the zakat conscious movement by BAZNAS; Thirdly, The adoption of Andragogy in the education of NZI has a tendency to Bloom's Taxonomy Cognitive Domain. Discussions and recommendations based on the results of the research in the form of: First, Andragogy learning theory in general is still a concern with attention to systematics, stages and rules that need to be obeyed; Second, The application of Andragogy in the process of education of NZI is effective but still needs to increase creativity by utilizing the media of IT sophistication which also targets the focus on millenials person and extends the scope of objects to unreached areas; Third, the authors propose a new scheme in the form of the National Zakat-Wakaf Integration Index (NZWI) model as a form of synergy between zakat and waqf involving two government boards namely BAZNAS and Indonesian Waqf Agency (BWI) for higher success in the future. Keywords: Andragogy, Efectiveness, National Zakat Index (NZI), Education