title: Facilitating multiple copy/past operations

authors: Apperley, Mark

subjects: computer science

abstract: Copy and paste, or cut and paste, using a clipboard or paste buffer has long been the principle facility provided to users for transferring data between and within GUI applications. We argue that this mechanism can be clumsy in circumstances where several pieces of information must be moved systematically. In two situations - extraction of data fields from unstructured data found in a directed search process, and reorganisation of computer program source text - we present alternative, more natural, user interface facilities to make the task less onerous, and to provide improved visual feedback during the operation. 
For the data extraction task we introduce the Stretchable Selection Tool, a semi-transparent overlay augmenting the mouse pointer to automate paste operations and provide information to prompt the user. We describe a prototype implementation that functions in a collaborative software environment, allowing users to cooperate on a multiple copy/paste operation. For text reorganisation, we present an extension to Emacs, providing similar functionality, but without the collaborative features.

text: Facilitating multiple copy/past operations Copy and paste, or cut and paste, using a clipboard or paste buffer has long been the principle facility provided to users for transferring data between and within GUI applications. We argue that this mechanism can be clumsy in circumstances where several pieces of information must be moved systematically. In two situations - extraction of data fields from unstructured data found in a directed search process, and reorganisation of computer program source text - we present alternative, more natural, user interface facilities to make the task less onerous, and to provide improved visual feedback during the operation. 
For the data extraction task we introduce the Stretchable Selection Tool, a semi-transparent overlay augmenting the mouse pointer to automate paste operations and provide information to prompt the user. We describe a prototype implementation that functions in a collaborative software environment, allowing users to cooperate on a multiple copy/paste operation. For text reorganisation, we present an extension to Emacs, providing similar functionality, but without the collaborative features.

year: 1999-05

title: Students' perceptual change of professional ethics after engaging in work-integrated learning

authors: Zegwaard, Karsten E.

abstract: When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).

text: Students' perceptual change of professional ethics after engaging in work-integrated learning When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).

year: 2014

title: The intersections between race, class & gender in Aotearoa

authors: Rata, Arama

abstract: WERO webinar hosted by Māori and Indigenous Analysis Ltd & AATEA Solutions.

text: The intersections between race, class & gender in Aotearoa WERO webinar hosted by Māori and Indigenous Analysis Ltd & AATEA Solutions.

year: 2025-10-06