title: Postgraduate boundary crossings?

authors: White, Elizabeth Jayne

abstract: This Special Issue: Crossing Philosophical, Cultural and Geographic Boundaries in Educational Scholarship?: Postgraduate Experiences arose out of an invited panel of postgraduate speakers at the 42nd Philosophy of Education Society of Australasia Conference, held 7–10 December 2012 in Chiayi, Taiwan. The wider conference theme of “Crossing Boundaries” generated lively discussions about what such encounters and experiences might mean in the broader sphere of education; while the postgraduate speakers were invited to address their personal experience of boundaries during doctoral study. The central thrust of this invitation was to consider the extent to which such boundaries could (or should) be crossed through postgraduate experiences, and to gain a deeper appreciation of what this might mean for scholars who venture – physically and/or philosophically – outside of familiar terrain. The papers that comprise this issue provide associated cross-cultural, cross-country and cross-philosophical narratives, reflections and interrogations of their experiences in this regard. In doing so the authors provide a rich landscape through which to consider boundary crossing as an opportunity to expand on knowledge and/or to appreciate ones own position through encounters with ‘other’. Such crossings (or attempts to cross) presented significant challenges to these students, as they reveal in this issue. Their insights highlight the point that crossing philosophical, cultural and geographic boundaries is often a difficult relationship between all three, and, that there are costs involved. Such profoundly confronting experiences of crossing (or not crossing) are not necessarily bridges to be traversed as much as a means of confronting boundaries through which students might gain important insights – about themselves as persons of culture, scholars and members of a global society that is characterized by difference. This complex encounter – for all its pleasure and pain – is, evident through every paper in this issue, and sets the scene for important 21st century dialogues concerning diversity and difference in education.

text: Postgraduate boundary crossings? This Special Issue: Crossing Philosophical, Cultural and Geographic Boundaries in Educational Scholarship?: Postgraduate Experiences arose out of an invited panel of postgraduate speakers at the 42nd Philosophy of Education Society of Australasia Conference, held 7–10 December 2012 in Chiayi, Taiwan. The wider conference theme of “Crossing Boundaries” generated lively discussions about what such encounters and experiences might mean in the broader sphere of education; while the postgraduate speakers were invited to address their personal experience of boundaries during doctoral study. The central thrust of this invitation was to consider the extent to which such boundaries could (or should) be crossed through postgraduate experiences, and to gain a deeper appreciation of what this might mean for scholars who venture – physically and/or philosophically – outside of familiar terrain. The papers that comprise this issue provide associated cross-cultural, cross-country and cross-philosophical narratives, reflections and interrogations of their experiences in this regard. In doing so the authors provide a rich landscape through which to consider boundary crossing as an opportunity to expand on knowledge and/or to appreciate ones own position through encounters with ‘other’. Such crossings (or attempts to cross) presented significant challenges to these students, as they reveal in this issue. Their insights highlight the point that crossing philosophical, cultural and geographic boundaries is often a difficult relationship between all three, and, that there are costs involved. Such profoundly confronting experiences of crossing (or not crossing) are not necessarily bridges to be traversed as much as a means of confronting boundaries through which students might gain important insights – about themselves as persons of culture, scholars and members of a global society that is characterized by difference. This complex encounter – for all its pleasure and pain – is, evident through every paper in this issue, and sets the scene for important 21st century dialogues concerning diversity and difference in education.

year: 2014

title: Students and their videos: implications for a video digital library

authors: Cunningham, Sally Jo

subjects: computer science

abstract: Personal information collections have expanded to include video files but users often organize their content with the same tools they use for other simpler media types. We analyze the ‘native’ video management behavior expressed in 35 self-interviews and diary studies produced by New Zealand students, to create a ‘rich picture’ of personal video collection size, formats, organization and intended usage. We consider how conventional digital libraries can better support usage of personal video material.

text: Students and their videos: implications for a video digital library Personal information collections have expanded to include video files but users often organize their content with the same tools they use for other simpler media types. We analyze the ‘native’ video management behavior expressed in 35 self-interviews and diary studies produced by New Zealand students, to create a ‘rich picture’ of personal video collection size, formats, organization and intended usage. We consider how conventional digital libraries can better support usage of personal video material.

year: 2016

title: The discovery of the Waiorongomai goldfield in 1881

authors: Hart, Philip

abstract: The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

text: The discovery of the Waiorongomai goldfield in 1881 The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

year: 2016