title: Using a categorisation structure to understand interaction in children’s books

authors: Timpany, Claire

subjects: books

abstract: Children’s books can vary greatly in the type of and depth of interaction that is required from the reader. The types of interaction demanded by different types of books can be explored using contrasting paradigms. Previously Timpany & Vanderschantz (2012) proposed a categorisation of interactive children’s books that used two continuums that took into consideration Physical Enhancement and Content Sequencing. This paper looks at those categorisations made by Timpany & Vanderschantz (2012) and considers how the multitude of formats addresses either the physical or intellectual aspects of children’s reading and how this then may be used to engage the reader. To do this, a database of 132 books was audited to assess the interactivity of these books against those categorisation systems. The range of books surveyed is discussed in terms of what methods are used to create the interaction within each of the interactivity levels and across types of books. Findings from this audit demonstrate interesting interactions between age, physical enhancement versus content sequencing, and the relationship of these to mechanisms for interactivity such as paper engineering, illustration and story structure. The majority of the books in the sample have no interactive qualities on one of the two-categorisation scales. Physically enhanced books were marginally more highly represented on the scale at higher levels of interactivity. Counter intuitively, the physically interactive pop up books were seen to fall predominantly in lower categories (1 or 2) for physical enhancement, while books requiring image search, an intellectual activity, were also predominantly in the lower categories (1 or 2) for content sequencing.

text: Using a categorisation structure to understand interaction in children’s books Children’s books can vary greatly in the type of and depth of interaction that is required from the reader. The types of interaction demanded by different types of books can be explored using contrasting paradigms. Previously Timpany & Vanderschantz (2012) proposed a categorisation of interactive children’s books that used two continuums that took into consideration Physical Enhancement and Content Sequencing. This paper looks at those categorisations made by Timpany & Vanderschantz (2012) and considers how the multitude of formats addresses either the physical or intellectual aspects of children’s reading and how this then may be used to engage the reader. To do this, a database of 132 books was audited to assess the interactivity of these books against those categorisation systems. The range of books surveyed is discussed in terms of what methods are used to create the interaction within each of the interactivity levels and across types of books. Findings from this audit demonstrate interesting interactions between age, physical enhancement versus content sequencing, and the relationship of these to mechanisms for interactivity such as paper engineering, illustration and story structure. The majority of the books in the sample have no interactive qualities on one of the two-categorisation scales. Physically enhanced books were marginally more highly represented on the scale at higher levels of interactivity. Counter intuitively, the physically interactive pop up books were seen to fall predominantly in lower categories (1 or 2) for physical enhancement, while books requiring image search, an intellectual activity, were also predominantly in the lower categories (1 or 2) for content sequencing.

year: 2013

title: Lecture capture using large interactive display systems

authors: Apperley, Mark

subjects: computer science

abstract: There are various software technologies that allow capture and redelivery of lectures. Most of these technologies however rely on the use of proprietary software, often requiring extra efforts from the lecturer in terms of the initial preparation of the lecture material, or in editing and annotating after the lecture to make the material suitable for the students. To review the material students then require access to the proprietary software. This paper describes a system for the lightweight capture of lecture presentations, based on the use of a low-cost large interactive display surface, together with standard Microsoft PowerPoint™ presentation software. The captured version of the presentation includes the original lecture slides, graphical annotations made by the lecturer during the lecture, and the audio recording of the lecture; all saved as a PowerPoint file. In addition, the system adds some annotations and index slides to allow quick and easy access to different segments of the presentation. Presentations can be replayed in part or in full as required, preserving all of the content of the live lecture.

text: Lecture capture using large interactive display systems There are various software technologies that allow capture and redelivery of lectures. Most of these technologies however rely on the use of proprietary software, often requiring extra efforts from the lecturer in terms of the initial preparation of the lecture material, or in editing and annotating after the lecture to make the material suitable for the students. To review the material students then require access to the proprietary software. This paper describes a system for the lightweight capture of lecture presentations, based on the use of a low-cost large interactive display surface, together with standard Microsoft PowerPoint™ presentation software. The captured version of the presentation includes the original lecture slides, graphical annotations made by the lecturer during the lecture, and the audio recording of the lecture; all saved as a PowerPoint file. In addition, the system adds some annotations and index slides to allow quick and easy access to different segments of the presentation. Presentations can be replayed in part or in full as required, preserving all of the content of the live lecture.

year: 2002

title: Haumanu Hauora: refining public health institution policy to include Māori and climate change

authors: Masters-Awatere, Bridgette

abstract: The deepening climate crisis generates specific impacts that will exacerbate the already disproportionately negative health outcomes experienced by Indigenous people. Disparate health outcomes have not spontaneously emerged, but rather have been foreshadowed by existing inequities. This article summarizes a sample of the work from a two-year research project in Aotearoa New Zealand to understand existing policy processes and ascertain the extent to which health institutions give serious consideration to climate change impacts on Māori (Indigenous people) with health vulnerabilities. Speaking to tāngata whenua (Indigenous Māori), District Health Board (DHB) employees, and subject matter experts (SMEs), it was clear that policy processes were ad hoc and problematically silenced consistent Māori input. While research participants expressed their experiences of, and aspirations for, dealing with climate change, their voices were not evident in DHB policy development processes. The deficit within existing policy process reflects a lack of preparedness in the face of climate change. Despite clear resilience and adaptation strategies, structural change is needed to address identified disadvantages. Through a co-designed policy framework (“Haumanu Hauora”), we guide policy formation to mitigate climate change risk to Māori (and others). Central to the revised policy framework is the creation of space for both internal and external Māori voices to ensure consistent Māori input throughout the policy process. We also introduce a commissioning, refining, and monitoring stage (that includes evaluation). Haumanu Hauora considers whānau-centered healthcare knowledge, needs, resources, and aspirations, to contribute to a transformed and responsive health system. Above all, we believe that strengthening health institution responsiveness to Māori health needs is essential.

text: Haumanu Hauora: refining public health institution policy to include Māori and climate change The deepening climate crisis generates specific impacts that will exacerbate the already disproportionately negative health outcomes experienced by Indigenous people. Disparate health outcomes have not spontaneously emerged, but rather have been foreshadowed by existing inequities. This article summarizes a sample of the work from a two-year research project in Aotearoa New Zealand to understand existing policy processes and ascertain the extent to which health institutions give serious consideration to climate change impacts on Māori (Indigenous people) with health vulnerabilities. Speaking to tāngata whenua (Indigenous Māori), District Health Board (DHB) employees, and subject matter experts (SMEs), it was clear that policy processes were ad hoc and problematically silenced consistent Māori input. While research participants expressed their experiences of, and aspirations for, dealing with climate change, their voices were not evident in DHB policy development processes. The deficit within existing policy process reflects a lack of preparedness in the face of climate change. Despite clear resilience and adaptation strategies, structural change is needed to address identified disadvantages. Through a co-designed policy framework (“Haumanu Hauora”), we guide policy formation to mitigate climate change risk to Māori (and others). Central to the revised policy framework is the creation of space for both internal and external Māori voices to ensure consistent Māori input throughout the policy process. We also introduce a commissioning, refining, and monitoring stage (that includes evaluation). Haumanu Hauora considers whānau-centered healthcare knowledge, needs, resources, and aspirations, to contribute to a transformed and responsive health system. Above all, we believe that strengthening health institution responsiveness to Māori health needs is essential.

year: 2023-05-05