title: From the playful to the profound: What metaphors tell us about gifted children

authors: Fraser, Deborah

abstract: Although some metaphors have lost their novelty through overuse, the unexpected quality of other metaphors appeal to creatively gifted children given their proctivity for language and imagination. The unexpected connections that comprise metaphor manifest the creative process and can give rise to innovative expressions and concepts. Creatively gifted children have an extraordinary facility with metaphor, using these expressions in ways that reveal advanced metalinguistic ability. In addition, the metaphors they create reflect a wealth of ability from profound emotional and spiritual dimensions to playful and humorous insights into the human condition. A range of metaphors composed by children are presented and discussed in terms of what they indicate about the personal worlds, special talents, and emotional insights that are often typical of the gifted. Moreover, some of these metaphors appear to play a cathartic role for their authors whereas others seem to provide an engaging vehicle for creatively gifted children's delight in the world of language and ideas. The approach to creative writing described in this article also has the potential to assist with the identification of those with linguistic talent.

text: From the playful to the profound: What metaphors tell us about gifted children Although some metaphors have lost their novelty through overuse, the unexpected quality of other metaphors appeal to creatively gifted children given their proctivity for language and imagination. The unexpected connections that comprise metaphor manifest the creative process and can give rise to innovative expressions and concepts. Creatively gifted children have an extraordinary facility with metaphor, using these expressions in ways that reveal advanced metalinguistic ability. In addition, the metaphors they create reflect a wealth of ability from profound emotional and spiritual dimensions to playful and humorous insights into the human condition. A range of metaphors composed by children are presented and discussed in terms of what they indicate about the personal worlds, special talents, and emotional insights that are often typical of the gifted. Moreover, some of these metaphors appear to play a cathartic role for their authors whereas others seem to provide an engaging vehicle for creatively gifted children's delight in the world of language and ideas. The approach to creative writing described in this article also has the potential to assist with the identification of those with linguistic talent.

year: 2003

title: Narratives of online collaborative experiences: Leaders and lurkers

authors: Janson, Annick

abstract: The purpose of this research was to unpack the reasons why people engage in varying levels of online collaboration in a self selected group. The research investigated (I) the role of online interaction platforms, (2) participants' perceived constraints on, and enablers of online collaboration in order to answer the main research question on (3) how leaders and lurkers deconstructed the online experiences underlying their differing participation levels. 
An action research methodology was adopted to study how a virtual group evolved. Four iterations of the action research cycle, each building on previous learning, describe the online group's activities "following the actors" through the emergence and establishment of the online actor-network. 
Participants adopted a distributed email listserve to support initial online group collaboration and a web-based discussion forum to grow the actor-network. Thematic analysis of postings outlined seven main themes, translated as either constraining (time and trust), or enabling online collaboration (beliefs on the value of networking, success aspirations, community belonging, communication channels, storytelling and online trust building). 
A narrative framework was developed to collect and analyse participants' stories and motives. Self-selected leaders and lurkers constructed different online practice. In narrative terms, leaders experienced most 'unique outcomes' by experiencing and storying online communication skills previously unknown to them. Additionally, leaders emphasised 'social entrepreneurship' motivation to contribute towards their country's growth and proposed 'temporal virtual consultations' as an alternative to conventional conceptions of online groups. 
Lurkers, on the other hand, were divided about the value of 'virtual networking' in extending business networks. A novel lurking experience was coined 'silent commitment' describing reluctance to participate online contrasting with high face to face involvement. 
A 'virtual leadership' model was developed integrating the findings to illustrate the contribution of individual self-selected virtual leaders in building social capital. This model illustrates how virtual leaders built online collective capacity constructing an 'archetypal' online narrative.

text: Narratives of online collaborative experiences: Leaders and lurkers The purpose of this research was to unpack the reasons why people engage in varying levels of online collaboration in a self selected group. The research investigated (I) the role of online interaction platforms, (2) participants' perceived constraints on, and enablers of online collaboration in order to answer the main research question on (3) how leaders and lurkers deconstructed the online experiences underlying their differing participation levels. 
An action research methodology was adopted to study how a virtual group evolved. Four iterations of the action research cycle, each building on previous learning, describe the online group's activities "following the actors" through the emergence and establishment of the online actor-network. 
Participants adopted a distributed email listserve to support initial online group collaboration and a web-based discussion forum to grow the actor-network. Thematic analysis of postings outlined seven main themes, translated as either constraining (time and trust), or enabling online collaboration (beliefs on the value of networking, success aspirations, community belonging, communication channels, storytelling and online trust building). 
A narrative framework was developed to collect and analyse participants' stories and motives. Self-selected leaders and lurkers constructed different online practice. In narrative terms, leaders experienced most 'unique outcomes' by experiencing and storying online communication skills previously unknown to them. Additionally, leaders emphasised 'social entrepreneurship' motivation to contribute towards their country's growth and proposed 'temporal virtual consultations' as an alternative to conventional conceptions of online groups. 
Lurkers, on the other hand, were divided about the value of 'virtual networking' in extending business networks. A novel lurking experience was coined 'silent commitment' describing reluctance to participate online contrasting with high face to face involvement. 
A 'virtual leadership' model was developed integrating the findings to illustrate the contribution of individual self-selected virtual leaders in building social capital. This model illustrates how virtual leaders built online collective capacity constructing an 'archetypal' online narrative.

year: 2005

title: Indigenous psychology in Aotearoa/New Zealand and Australia

authors: Waitoki, Waikaremoana

subjects: Psychology

abstract: In Aotearoa/New Zealand and Australia, the development of Indigenous psychology is a response to the resilience of a colonised people, where the gaze of Western imperialism is ever present. The use of esoteric, ceremonial, environmental, and relational knowledge is included to counter balance the individualism inherent in mainstream psychology. Across both countries, connections to ancestors, land, language, customs and relationships are important. Dudgeon’s Social and Emotional Wellbeing model offers a transformative lens for addressing the significant disparities that Aboriginal and Torres Strait Islander peoples’ experience. While Māori wellbeing includes healthy relationships between physical, psychological, community, spirituality and environment domains. The chapter promotes a reclamation of Indigenous knowledge systems that, if not protected and promoted, could be lost from their cultural home.

text: Indigenous psychology in Aotearoa/New Zealand and Australia In Aotearoa/New Zealand and Australia, the development of Indigenous psychology is a response to the resilience of a colonised people, where the gaze of Western imperialism is ever present. The use of esoteric, ceremonial, environmental, and relational knowledge is included to counter balance the individualism inherent in mainstream psychology. Across both countries, connections to ancestors, land, language, customs and relationships are important. Dudgeon’s Social and Emotional Wellbeing model offers a transformative lens for addressing the significant disparities that Aboriginal and Torres Strait Islander peoples’ experience. While Māori wellbeing includes healthy relationships between physical, psychological, community, spirituality and environment domains. The chapter promotes a reclamation of Indigenous knowledge systems that, if not protected and promoted, could be lost from their cultural home.

year: 2018