title: Personal video collection management behavior

authors: Cunningham, Sally Jo

subjects: computer science

abstract: Video content typically consumes more storage space and bandwidth than other document types although users structure their content with the same organisational tools they use for smaller and simpler items. We analyze the "native" video management behavior as expressed in 35 self-interviews and diary studies produced by New Zealand students, to create a "rich picture" of personal video collections. We see that personal collections can have diffuse boundaries and many different intended users' and that these information management needs are difficult to fulfill with their homegrown video collection management strategies.

text: Personal video collection management behavior Video content typically consumes more storage space and bandwidth than other document types although users structure their content with the same organisational tools they use for smaller and simpler items. We analyze the "native" video management behavior as expressed in 35 self-interviews and diary studies produced by New Zealand students, to create a "rich picture" of personal video collections. We see that personal collections can have diffuse boundaries and many different intended users' and that these information management needs are difficult to fulfill with their homegrown video collection management strategies.

year: 2016

title: Contemporary relevance of Anne Moody, Black studies and imprisoned Black intellectual thought

authors: Norris, Adele N.

subjects: Anne Moody

abstract: Anne Moody’s 1968 autobiographical text, Coming of Age in Mississippi, is receiving increased interest during this current moment of legislated anti-Blackness, most observable in the removal/outlawing of Black history and thought. Moody’s early life in the Deep South during the 1940s-1950s and as a foot soldier in the Civil Rights Movement inform how we understand the continuity of anti-blackness and racial terror. Glen Conley, an imprisoned citizen, examines and teaches Anne Moody within a Mississippi prison context. While her book is used across several academic disciplines, the study of Moody within the prison context is not well known. Conley’s political poetry explores Moody’s life and text, bringing renewed attention to themes of Black mental health, survival, and resistance under a harsh U.S. Southern regime. Using a prison-praxis framework, this paper centers the knowledge production from the civically dead (imprisoned population), which allows for broader insights into themes of racialized confinement, criminalization and surveillance. Thus, this essay situates Conley’s scholarship within the lineage of Black imprisoned radical tradition where he draws attention to Moody’s prescient voice during a political climate of overt forms of legislated anti-Blackness and systemic erasure.

text: Contemporary relevance of Anne Moody, Black studies and imprisoned Black intellectual thought Anne Moody’s 1968 autobiographical text, Coming of Age in Mississippi, is receiving increased interest during this current moment of legislated anti-Blackness, most observable in the removal/outlawing of Black history and thought. Moody’s early life in the Deep South during the 1940s-1950s and as a foot soldier in the Civil Rights Movement inform how we understand the continuity of anti-blackness and racial terror. Glen Conley, an imprisoned citizen, examines and teaches Anne Moody within a Mississippi prison context. While her book is used across several academic disciplines, the study of Moody within the prison context is not well known. Conley’s political poetry explores Moody’s life and text, bringing renewed attention to themes of Black mental health, survival, and resistance under a harsh U.S. Southern regime. Using a prison-praxis framework, this paper centers the knowledge production from the civically dead (imprisoned population), which allows for broader insights into themes of racialized confinement, criminalization and surveillance. Thus, this essay situates Conley’s scholarship within the lineage of Black imprisoned radical tradition where he draws attention to Moody’s prescient voice during a political climate of overt forms of legislated anti-Blackness and systemic erasure.

year: 2025-12-31

title: What is the role of English transition in Māori-medium education?

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

text: What is the role of English transition in Māori-medium education? The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

year: 2010