title: Applying graphic design terms to image tagging

authors: Laing, Simon John

subjects: computer science

abstract: This paper describes key findings from research into the application of graphic design terms to the task of tagging images for later retrieval. The research was motivated by the needs of creative industries in interacting with large image collections, with particular emphasis given to the need for retrieval of imagery using loosely defined visual properties rather than exact match queries based on image subject or similarity. A set of terms chosen from design literature are presented and discussed together with experimental results from testing carried out on students and practitioners of graphic design. Ultimately the tested terms are found to be relatively well understood, though they do not appear to support a high degree of precision.

text: Applying graphic design terms to image tagging This paper describes key findings from research into the application of graphic design terms to the task of tagging images for later retrieval. The research was motivated by the needs of creative industries in interacting with large image collections, with particular emphasis given to the need for retrieval of imagery using loosely defined visual properties rather than exact match queries based on image subject or similarity. A set of terms chosen from design literature are presented and discussed together with experimental results from testing carried out on students and practitioners of graphic design. Ultimately the tested terms are found to be relatively well understood, though they do not appear to support a high degree of precision.

year: 2008

title: "Let's all hold hands and cross the line together!" Competition and gifted learners

authors: Ballam, Nadine Dawn

abstract: Competition appears to have become increasingly discouraged in educational settings in New Zealand in recent years, with a push towards ‘protecting’ our children from being constantly compared with others or experiencing failure. This article reports on a study that explored the lived experiences of gifted and talented young people from low socioeconomic backgrounds. These young people reflect on the role that competition and their competitive natures played in their talent development. A number of implications for practitioners are identified in relation to how competition might enhance or limit levels of motivation and the subsequent achievements of gifted and talented young people.

text: "Let's all hold hands and cross the line together!" Competition and gifted learners Competition appears to have become increasingly discouraged in educational settings in New Zealand in recent years, with a push towards ‘protecting’ our children from being constantly compared with others or experiencing failure. This article reports on a study that explored the lived experiences of gifted and talented young people from low socioeconomic backgrounds. These young people reflect on the role that competition and their competitive natures played in their talent development. A number of implications for practitioners are identified in relation to how competition might enhance or limit levels of motivation and the subsequent achievements of gifted and talented young people.

year: 2015

title: Decolonising professional learning: Weaving a whānau of interest

authors: Pennicott, Katie

subjects: educational leadership

abstract: Raranga (weaving) has been described as an act of decolonisation and resistance. In my experience, learning to weave was more than an act of learning the tikanga (rituals) and methods with which to weave flax and tukutuku (lattice work); it was learning about learning and learning about living, life and all the things that make us who we are. As I experienced and began to understand Māori metaphors such as whanaungatanga, kaupapa, ako and manaakitanga I found that learning the art of weaving shaped me as I shaped the weaving. This thesis ideates a metaphor of weaving to describe a model of cultural and structural school reform that emerged from a school’s teaching and learning collaborations over time. It calls for the weaving of a new, decolonised model of education.

text: Decolonising professional learning: Weaving a whānau of interest Raranga (weaving) has been described as an act of decolonisation and resistance. In my experience, learning to weave was more than an act of learning the tikanga (rituals) and methods with which to weave flax and tukutuku (lattice work); it was learning about learning and learning about living, life and all the things that make us who we are. As I experienced and began to understand Māori metaphors such as whanaungatanga, kaupapa, ako and manaakitanga I found that learning the art of weaving shaped me as I shaped the weaving. This thesis ideates a metaphor of weaving to describe a model of cultural and structural school reform that emerged from a school’s teaching and learning collaborations over time. It calls for the weaving of a new, decolonised model of education.

year: 2020