title: A competitive environment for exploratory query expansion

authors: Milne, David N.

subjects: computer science

abstract: Most information workers query digital libraries many times a day. Yet people have little opportunity to hone their skills in a controlled environment, or compare their performance with others in an objective way. Conversely, although search engine logs record how users evolve queries, they lack crucial information about the user's intent. This paper describes an environment for exploratory query expansion that pits users against each other and lets them compete, and practice, in their own time and on their own workstation. The system captures query evolution behavior on predetermined information-seeking tasks. It is publicly available, and the code is open source so that others can set up their own competitive environments.

text: A competitive environment for exploratory query expansion Most information workers query digital libraries many times a day. Yet people have little opportunity to hone their skills in a controlled environment, or compare their performance with others in an objective way. Conversely, although search engine logs record how users evolve queries, they lack crucial information about the user's intent. This paper describes an environment for exploratory query expansion that pits users against each other and lets them compete, and practice, in their own time and on their own workstation. The system captures query evolution behavior on predetermined information-seeking tasks. It is publicly available, and the code is open source so that others can set up their own competitive environments.

year: 2008

title: Isolated learners from diverse language backgrounds in the mainstream primary classroom: A sociocultural perspective

authors: Barnard, Roger

subjects: language culture

abstract: This paper focuses on the linguistic and cultural (‘languaculture’, Agar, 1994) challenges faced by learners from diverse language backgrounds (DLB) in New Zealand schools. It describes the typical learning context in primary classrooms terms of interactional, instructional, and cognitive dimensions. It then presents vignettes of four DLB learners and explains their relative competence in terms of Cummin’s (1981) distinction between BICS and CALP (Basic Interactional Communication Skills and Cognitive-Academic Language Proficiency). It goes on to discuss the extent to which such proficiency is the result of linguistic and cultural distance, and how that distance might be bridged by applying key constructs from sociocultural theory, and the implementation of Individual Languaculture Plans for DLB learners. The paper concludes with discussing the issue of where responsibility lies for coping with the challenges face by DLB learners.

text: Isolated learners from diverse language backgrounds in the mainstream primary classroom: A sociocultural perspective This paper focuses on the linguistic and cultural (‘languaculture’, Agar, 1994) challenges faced by learners from diverse language backgrounds (DLB) in New Zealand schools. It describes the typical learning context in primary classrooms terms of interactional, instructional, and cognitive dimensions. It then presents vignettes of four DLB learners and explains their relative competence in terms of Cummin’s (1981) distinction between BICS and CALP (Basic Interactional Communication Skills and Cognitive-Academic Language Proficiency). It goes on to discuss the extent to which such proficiency is the result of linguistic and cultural distance, and how that distance might be bridged by applying key constructs from sociocultural theory, and the implementation of Individual Languaculture Plans for DLB learners. The paper concludes with discussing the issue of where responsibility lies for coping with the challenges face by DLB learners.

year: 2005

title: Commentary on 'Family obligations in Micronesian cultures: implications for educators'

authors: Bishop, Russell

subjects: education

abstract: The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

text: Commentary on 'Family obligations in Micronesian cultures: implications for educators' The paper makes some interesting observations about the need for educators to understand the cultural positionings of Micronesian students and by implication challenges readers to extend these understandings to other migrant and minoritised student groups. I would like to take up this challenge and illustrate how useful it is to theorise from a relational discourse when seeking solutions to what many educators are suggesting as the greatest problem we face in contemporary education, i.e. the seemingly immutable and growing educational disparities that accompany the increasing diversity of our student bodies in association with the continuing dominance of monocultural and deficit explanations by teachers about the causes of the disparities. This problem negatively affects indigenous students and students of colour along with migrant students and the paper rightly points to the need for solutions.

year: 2010