title: Customizing digital library interfaces with Greenstone

authors: Witten, Ian H.

subjects: computer science

abstract: Digital libraries are organized, focused collections of information. They are focused on a particular topic or theme—and good digital libraries will articulate the principles governing what is included. They are organized to make information accessible in particular, well-defined, ways—and good ones will include a description of how the information is organized (Lesk, 1997).
The Greenstone digital library software is intended to help users construct simple collections of information very quickly. Indeed, only a few minutes of the user's time are needed to set up a collection based on a standard design and initiate the building process. Collections may be large—some comprise Gbytes of text; millions of documents. Furthermore, even larger volumes of information may be associated with a collection—typically audio, image, and video, with textual metadata. Once initiated, the mechanical process of building the collection may take from a few moments for a tiny collection to several hours for a multi-Gbyte one—perhaps even a day if it involves many different full-text indexes.

text: Customizing digital library interfaces with Greenstone Digital libraries are organized, focused collections of information. They are focused on a particular topic or theme—and good digital libraries will articulate the principles governing what is included. They are organized to make information accessible in particular, well-defined, ways—and good ones will include a description of how the information is organized (Lesk, 1997).
The Greenstone digital library software is intended to help users construct simple collections of information very quickly. Indeed, only a few minutes of the user's time are needed to set up a collection based on a standard design and initiate the building process. Collections may be large—some comprise Gbytes of text; millions of documents. Furthermore, even larger volumes of information may be associated with a collection—typically audio, image, and video, with textual metadata. Once initiated, the mechanical process of building the collection may take from a few moments for a tiny collection to several hours for a multi-Gbyte one—perhaps even a day if it involves many different full-text indexes.

year: 2003

title: What influences the emergence of a new subject in schools? The case of environmental education

authors: Yueh, Mei-Chun Michelle

subjects: theme

abstract: New subjects are always emerging but only some gain a place in the formal school curriculum. In fact, most of the now accepted conventional school subjects have, at some stage, struggled to become established. This paper presents findings of a three-year study of teacher and school responses to the introduction of environmental education (EE) as a new subject within the Taiwan national curriculum. School leaders and teachers were interviewed the year prior to the introduction of the new curriculum and during the first two years of implementation. Findings substantiate the importance of six themes (such as examination status and a university pathway) raised in elaborations of the traditional Layton/Goodson model. However, the complex community-school relationships and the value accorded in EE to community-based and even global action, as opposed to academic outcomes, highlighted the need for curriculum policy makers to consider expanding the traditional model with another five themes and most importantly introducing three particular themes. When seeking to promote the emergence of a holistic and integrative subject such as environmental education there is a need to also consider local environment involvement, the transformative nature of EE within whole school involvement, and linkages with a national cooperation network. Without these factors it appears EE may struggle to gain a place in the curriculum.

text: What influences the emergence of a new subject in schools? The case of environmental education New subjects are always emerging but only some gain a place in the formal school curriculum. In fact, most of the now accepted conventional school subjects have, at some stage, struggled to become established. This paper presents findings of a three-year study of teacher and school responses to the introduction of environmental education (EE) as a new subject within the Taiwan national curriculum. School leaders and teachers were interviewed the year prior to the introduction of the new curriculum and during the first two years of implementation. Findings substantiate the importance of six themes (such as examination status and a university pathway) raised in elaborations of the traditional Layton/Goodson model. However, the complex community-school relationships and the value accorded in EE to community-based and even global action, as opposed to academic outcomes, highlighted the need for curriculum policy makers to consider expanding the traditional model with another five themes and most importantly introducing three particular themes. When seeking to promote the emergence of a holistic and integrative subject such as environmental education there is a need to also consider local environment involvement, the transformative nature of EE within whole school involvement, and linkages with a national cooperation network. Without these factors it appears EE may struggle to gain a place in the curriculum.

year: 2010

title: Kia reo Māori anahe te reo karanga

authors: Puke, Haupai

subjects: Karanga

abstract: Mā taku karanga o runga ake nei tēnei tuhinga e wāwāhi. Ahakoa he aha te ahurea ōna tikanga me ōna kawa, kua hurihia i roto i ngā rautau. Ko ngētehi kei te pupuruhia tonutia hāunga anō he hou ōna āhuatanga. Ko te kaupapa rangahau o tēnei tuhinga ko te karanga me ngētehi āhuatanga ōna hei tautoko i te whakahau kia noho reo Māori anahe te reo karanga. He aha e pēnei na ai te whakaaro mō tēnei o ngā tikanga o te ao Māori? I runga anō i ngā āhuatanga hou, i ngā whakarerekētanga tikanga o te karanga i roto i tēnei ao hurihuri kāore e tautāwhina te take. Ko ngā kōrero, ngā whakaaro hoki e whai ake nei e wānangahia ai hei tautoko i tēnei whakapae āku.

text: Kia reo Māori anahe te reo karanga Mā taku karanga o runga ake nei tēnei tuhinga e wāwāhi. Ahakoa he aha te ahurea ōna tikanga me ōna kawa, kua hurihia i roto i ngā rautau. Ko ngētehi kei te pupuruhia tonutia hāunga anō he hou ōna āhuatanga. Ko te kaupapa rangahau o tēnei tuhinga ko te karanga me ngētehi āhuatanga ōna hei tautoko i te whakahau kia noho reo Māori anahe te reo karanga. He aha e pēnei na ai te whakaaro mō tēnei o ngā tikanga o te ao Māori? I runga anō i ngā āhuatanga hou, i ngā whakarerekētanga tikanga o te karanga i roto i tēnei ao hurihuri kāore e tautāwhina te take. Ko ngā kōrero, ngā whakaaro hoki e whai ake nei e wānangahia ai hei tautoko i tēnei whakapae āku.

year: 2012-05