title: Exploring Wikipedia with Hōpara

authors: Milne, David N.

subjects: exploratory search

abstract: Anyone who has browsed Wikipedia has likely experienced the feeling of being happily lost, browsing from one interesting topic to the next and encountering information that they would never have searched for explicitly. With some 3M articles and 70M links, Wikipedia represents an extreme example of large-scale hypertext. We consider it to be a rich and challenging platform for investigating navigation and disorientation in large interconnected information spaces.
This demonstration showcases Hōpara, a new search engine that aims to make Wikipedia and its underlying link structure easier to explore. It works on top of the encyclopedia’s existing link structure, abstracting away from document content and allowing users to navigate the resource at a higher level. It utilizes semantic relatedness measures to emphasize articles and connections that are most likely to be of interest, visualization to expose the structure of how the available information is organized, and lightweight information extraction to explain itself.

text: Exploring Wikipedia with Hōpara Anyone who has browsed Wikipedia has likely experienced the feeling of being happily lost, browsing from one interesting topic to the next and encountering information that they would never have searched for explicitly. With some 3M articles and 70M links, Wikipedia represents an extreme example of large-scale hypertext. We consider it to be a rich and challenging platform for investigating navigation and disorientation in large interconnected information spaces.
This demonstration showcases Hōpara, a new search engine that aims to make Wikipedia and its underlying link structure easier to explore. It works on top of the encyclopedia’s existing link structure, abstracting away from document content and allowing users to navigate the resource at a higher level. It utilizes semantic relatedness measures to emphasize articles and connections that are most likely to be of interest, visualization to expose the structure of how the available information is organized, and lightweight information extraction to explain itself.

year: 2011

title: Beneath the Golden Facade: A History of the Early Years on the Thames Goldfields

authors: Johnson, Matthew Alan Barker

subjects: Thames

abstract: The story of Thames has been told and retold by many authors since the area was proclaimed a goldfield in 1867. These histories often glamourise the prosperity and wealth that gold brought to the town and its people. This thesis argues that this was not the case. In fact, the goldfields struggled for many years because the area lacked the necessary equipment to extract the gold. By 1870, machinery was steadily introduced and implemented, leading to short period of prosperity in the town, but it was temporary. Throughout the late 1860s and 1870s, locals experienced many financial hardships, which have been neglected by historians in favour of more positive portrayals of life on the goldfields. This thesis explores the economic situation of the town during this period, highlighting the experiences of those that failed to strike it rich on the goldfields. By examining their stories, it is clear that the romantic portrayal of life in early Thames was in the most part fiction compared to the harsh realities of those actually living on the goldfields.
Additionally, this thesis examines the role that the community played in improving the economic situation in Thames. The efforts of locals helped to develop and foster a diverse array of industries, which lessened the town’s reliance on the success of the goldfields. These improvements came at a time when Thames was suffering considerable economic pressures, thanks in large part to the decline in gold production after 1871.
This thesis utilises a range of primary and secondary sources to investigate the economic situation of Thames during this early period. It makes thorough use of newspaper articles, which highlight what information was readily available to local and external observers pertaining to the condition of the town. Government reports are used to show the role that officials played in the development of Thames and what actions they took to improve the local economy. This thesis also examines personal accounts from residents, which illustrate the harsh realities of life on the goldfields.

text: Beneath the Golden Facade: A History of the Early Years on the Thames Goldfields The story of Thames has been told and retold by many authors since the area was proclaimed a goldfield in 1867. These histories often glamourise the prosperity and wealth that gold brought to the town and its people. This thesis argues that this was not the case. In fact, the goldfields struggled for many years because the area lacked the necessary equipment to extract the gold. By 1870, machinery was steadily introduced and implemented, leading to short period of prosperity in the town, but it was temporary. Throughout the late 1860s and 1870s, locals experienced many financial hardships, which have been neglected by historians in favour of more positive portrayals of life on the goldfields. This thesis explores the economic situation of the town during this period, highlighting the experiences of those that failed to strike it rich on the goldfields. By examining their stories, it is clear that the romantic portrayal of life in early Thames was in the most part fiction compared to the harsh realities of those actually living on the goldfields.
Additionally, this thesis examines the role that the community played in improving the economic situation in Thames. The efforts of locals helped to develop and foster a diverse array of industries, which lessened the town’s reliance on the success of the goldfields. These improvements came at a time when Thames was suffering considerable economic pressures, thanks in large part to the decline in gold production after 1871.
This thesis utilises a range of primary and secondary sources to investigate the economic situation of Thames during this early period. It makes thorough use of newspaper articles, which highlight what information was readily available to local and external observers pertaining to the condition of the town. Government reports are used to show the role that officials played in the development of Thames and what actions they took to improve the local economy. This thesis also examines personal accounts from residents, which illustrate the harsh realities of life on the goldfields.

year: 2013

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017