title: User-defined semantic enrichment of full-text documents: Experiences and lessons learned

authors: Hinze, Annika

subjects: Automatic annotation

abstract: Semantic annotation of digital documents is typically done at meta-data level. However, for fine-grained access semantic enrichment of text elements or passages is needed. Automatic annotation is not of sufficient quality to enable focused search and retrieval: either too many or too few terms are semantically annotated. User-defined semantic enrichment allows for a more targeted approach. We developed a tool for semantic annotation of digital documents and conducted a number of studies to evaluate its acceptance by and usability for non-expert users. This paper discusses the lessons learned about both the semantic enrichment process and our methodology of exposing non-experts to semantic enrichment.

text: User-defined semantic enrichment of full-text documents: Experiences and lessons learned Semantic annotation of digital documents is typically done at meta-data level. However, for fine-grained access semantic enrichment of text elements or passages is needed. Automatic annotation is not of sufficient quality to enable focused search and retrieval: either too many or too few terms are semantically annotated. User-defined semantic enrichment allows for a more targeted approach. We developed a tool for semantic annotation of digital documents and conducted a number of studies to evaluate its acceptance by and usability for non-expert users. This paper discusses the lessons learned about both the semantic enrichment process and our methodology of exposing non-experts to semantic enrichment.

year: 2012

title: Exploring cross-modal association in canine (canis familiaris) scent detection: A framework for training dogs to identify multiple odours

authors: Campbell-Smith, Felicity

subjects: canine scent detection

abstract: Dog’s olfaction abilities and trainability have made them valuable companions in scent detection tasks for centuries. While research has focused on dogs detecting single odours, there is a gap in understanding if they can emit different responses to different odours. Based on the principles of stimulus control and existing evidence of dogs’ ability to learn to perform similar tasks, it was hypothesised that dogs, using cross-modal association through olfaction and vision modalities, can match odours to corresponding shapes. Using an automated scent delivery apparatus, four dogs were trained using operant conditioning procedures to discriminate between two odours and select a corresponding shape. One dog met the mastery criteria and progressed to three odours. It was found that dogs were able to discriminate between odours at greater accuracy than chance, confirming our hypothesis. Yet, all dogs did display a bias towards one of the four touchscreen quadrants. The findings were similar to those observed in other studies involving different animal species, but the accuracy rates observed in this study were lower than those reported in other similar studies. These findings have implications for tasks the detection of multiple scents and further the understanding of dogs’ abilities to perform cross-modal discrimination tasks. This study established a methodological framework for cross-modal scent discrimination tasks but there are several improvements to the methods that might enhance dogs’ performance in future research.

text: Exploring cross-modal association in canine (canis familiaris) scent detection: A framework for training dogs to identify multiple odours Dog’s olfaction abilities and trainability have made them valuable companions in scent detection tasks for centuries. While research has focused on dogs detecting single odours, there is a gap in understanding if they can emit different responses to different odours. Based on the principles of stimulus control and existing evidence of dogs’ ability to learn to perform similar tasks, it was hypothesised that dogs, using cross-modal association through olfaction and vision modalities, can match odours to corresponding shapes. Using an automated scent delivery apparatus, four dogs were trained using operant conditioning procedures to discriminate between two odours and select a corresponding shape. One dog met the mastery criteria and progressed to three odours. It was found that dogs were able to discriminate between odours at greater accuracy than chance, confirming our hypothesis. Yet, all dogs did display a bias towards one of the four touchscreen quadrants. The findings were similar to those observed in other studies involving different animal species, but the accuracy rates observed in this study were lower than those reported in other similar studies. These findings have implications for tasks the detection of multiple scents and further the understanding of dogs’ abilities to perform cross-modal discrimination tasks. This study established a methodological framework for cross-modal scent discrimination tasks but there are several improvements to the methods that might enhance dogs’ performance in future research.

year: 2024-04-19

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020