title: Young children reflecting on their learning: teachers’ conversation strategies

authors: Carr, Margaret

subjects: early years

abstract: A two-year research project with teachers in nine different early childhood centres was designed to explore and extend opportunities for young children to reflect on their learning. This was described as children becoming ‘wise’ about their learning journeys; the aim was to find ways to assist them to articulate their understanding of what they had learned and how they had learned it. The location for extending these abilities and dispositions was children and teachers talking together as they revisited and reviewed documented learning events. This paper highlights the strategies that worked well for thoughtful conversations, and comments on those strategies that did not. It argues for the value of children as co-authors in conversations about their learning; these conversations can contribute to their developing views about how they learn and assist them to construct continuities of the learning that is valued in this place.

text: Young children reflecting on their learning: teachers’ conversation strategies A two-year research project with teachers in nine different early childhood centres was designed to explore and extend opportunities for young children to reflect on their learning. This was described as children becoming ‘wise’ about their learning journeys; the aim was to find ways to assist them to articulate their understanding of what they had learned and how they had learned it. The location for extending these abilities and dispositions was children and teachers talking together as they revisited and reviewed documented learning events. This paper highlights the strategies that worked well for thoughtful conversations, and comments on those strategies that did not. It argues for the value of children as co-authors in conversations about their learning; these conversations can contribute to their developing views about how they learn and assist them to construct continuities of the learning that is valued in this place.

year: 2011

title: Seeding strategies for semantic disambiguation

authors: Hinze, Annika

subjects: computer science

abstract: Semantic disambiguation determines the meaning of words and phrases in a text, for which we use an automatically-generated Concept-in-Context (CiC) network. Words and phrases rarely belong to a single concept; disambiguation in Capisco relies on interplay between words that are in close vicinity in the text. Starting the disambiguation is a seeding process, that identifies the first concepts, which then form the context for further disambiguation steps. This paper introduces the seeding algorithm and explores seeding strategies for identifying these initial concepts in text volumes, such as books, that are stored in a digital library.

text: Seeding strategies for semantic disambiguation Semantic disambiguation determines the meaning of words and phrases in a text, for which we use an automatically-generated Concept-in-Context (CiC) network. Words and phrases rarely belong to a single concept; disambiguation in Capisco relies on interplay between words that are in close vicinity in the text. Starting the disambiguation is a seeding process, that identifies the first concepts, which then form the context for further disambiguation steps. This paper introduces the seeding algorithm and explores seeding strategies for identifying these initial concepts in text volumes, such as books, that are stored in a digital library.

year: 2018

title: Maori women and research: Researching ourselves

authors: Te Awekotuku, Ngahuia

subjects: Maori

abstract: This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

text: Maori women and research: Researching ourselves This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

year: 1999