title: Justifying what we do: Criteria for the selection of literacy and thinking tools

authors: Whitehead, David

subjects: education

abstract: Teachers of English, along with teachers from across the curriculum, have a moral and professional responsibility to nurture literate thinkers. In this article I argue that teachers who accept this responsibility stand to teachers who don’t as imagination stands to memory, as co-construction in a discursive community of practice stands to transmission teaching, and as a sense of what strategic English teaching might be to what it sometimes is. Strategic teachers of English, like literate thinkers, deploy a range of literacy and thinking tools that help their students construct and deconstruct meaning. But what tools should we teach students? What criteria might we use to select those tools, and ultimately, to justify what we do? Nine selection criteria are proposed below, and then applied to evaluate the Effective Literacy Strategies in Years 9-13: A guide for teachers (MOE, 2004). Teachers who use these criteria to select literacy and thinking tools are more likely to nurture literate thinkers. But first, the description of these criteria is set in a wider context that informs

text: Justifying what we do: Criteria for the selection of literacy and thinking tools Teachers of English, along with teachers from across the curriculum, have a moral and professional responsibility to nurture literate thinkers. In this article I argue that teachers who accept this responsibility stand to teachers who don’t as imagination stands to memory, as co-construction in a discursive community of practice stands to transmission teaching, and as a sense of what strategic English teaching might be to what it sometimes is. Strategic teachers of English, like literate thinkers, deploy a range of literacy and thinking tools that help their students construct and deconstruct meaning. But what tools should we teach students? What criteria might we use to select those tools, and ultimately, to justify what we do? Nine selection criteria are proposed below, and then applied to evaluate the Effective Literacy Strategies in Years 9-13: A guide for teachers (MOE, 2004). Teachers who use these criteria to select literacy and thinking tools are more likely to nurture literate thinkers. But first, the description of these criteria is set in a wider context that informs

year: 2006

title: User-centric Visualization of Data Provenance

authors: Garae, Jeffery

subjects: User-centric Visualization

abstract: The need to understand and track files (and inherently, data) in cloud computing systems is in high demand. Over the past years, the use of logs and data representation using graphs have become the main method for tracking and relating information to the cloud users. While it is still in use, tracking and relating information with ‘Data Provenance’ (i.e. series of chronicles and the derivation history of data on meta-data) is the new trend for cloud users. However, there is still much room for improving representation of data activities in cloud systems for end-users.
In this thesis, we propose “UVisP (User-centric Visualization of Data Provenance with Gestalt)”, a novel user-centric visualization technique for data provenance. This technique aims to facilitate the missing link between data movements in cloud computing environments and the end-users’ uncertain queries over their files’ security and life cycle within cloud systems.
The proof of concept for the UVisP technique integrates D3 (an open-source visualization API) with Gestalts’ theory of perception to provide a range of user-centric visualizations. UVisP allows users to transform and visualize provenance (logs) with implicit prior knowledge of ‘Gestalts’ theory of perception.’ We presented the initial development of the UVisP technique and our results show that the integration of Gestalt and the existence of ‘perceptual key(s)’ in provenance visualization allows end-users to enhance their visualizing capabilities, extract useful knowledge and understand the visualizations better. This technique also enables end-users to develop certain methods and preferences when sighting different visualizations. For example, having the prior knowledge of Gestalt’s theory of perception and integrated with the types of visualizations offers the user-centric experience when using different visualizations. We also present significant future work that will help profile new user-centric visualizations for cloud users.

text: User-centric Visualization of Data Provenance The need to understand and track files (and inherently, data) in cloud computing systems is in high demand. Over the past years, the use of logs and data representation using graphs have become the main method for tracking and relating information to the cloud users. While it is still in use, tracking and relating information with ‘Data Provenance’ (i.e. series of chronicles and the derivation history of data on meta-data) is the new trend for cloud users. However, there is still much room for improving representation of data activities in cloud systems for end-users.
In this thesis, we propose “UVisP (User-centric Visualization of Data Provenance with Gestalt)”, a novel user-centric visualization technique for data provenance. This technique aims to facilitate the missing link between data movements in cloud computing environments and the end-users’ uncertain queries over their files’ security and life cycle within cloud systems.
The proof of concept for the UVisP technique integrates D3 (an open-source visualization API) with Gestalts’ theory of perception to provide a range of user-centric visualizations. UVisP allows users to transform and visualize provenance (logs) with implicit prior knowledge of ‘Gestalts’ theory of perception.’ We presented the initial development of the UVisP technique and our results show that the integration of Gestalt and the existence of ‘perceptual key(s)’ in provenance visualization allows end-users to enhance their visualizing capabilities, extract useful knowledge and understand the visualizations better. This technique also enables end-users to develop certain methods and preferences when sighting different visualizations. For example, having the prior knowledge of Gestalt’s theory of perception and integrated with the types of visualizations offers the user-centric experience when using different visualizations. We also present significant future work that will help profile new user-centric visualizations for cloud users.

year: 2015

title: He Manu-Iri-i-te-Rangi - Bird of the Heavens: Tūrake Manuirirangi 1896 - 1969

authors: Manuirirangi, Hōri

abstract: Tūrake Manuirirangi was an influential tupuna of the Manuirirangi whānau. He was a devoted member of the Church of Jesus Christ of Latter-day Saints, and was instrumental in its establishment in the South Taranaki region. This chapter looks at his beliefs and leadership qualities within the Church, and within his hapū of Ngāti Tū, of Ngā Ruahine Iwi. The main focus here is to report on information collated from interviews, church records and Mormon missionary diaries.

text: He Manu-Iri-i-te-Rangi - Bird of the Heavens: Tūrake Manuirirangi 1896 - 1969 Tūrake Manuirirangi was an influential tupuna of the Manuirirangi whānau. He was a devoted member of the Church of Jesus Christ of Latter-day Saints, and was instrumental in its establishment in the South Taranaki region. This chapter looks at his beliefs and leadership qualities within the Church, and within his hapū of Ngāti Tū, of Ngā Ruahine Iwi. The main focus here is to report on information collated from interviews, church records and Mormon missionary diaries.

year: 2014