Local and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel

In this paper an analysis is undertaken of the accounts of pedagogic work provided by para-educational personnel working in two government-funded schools situated in a low socio-economic area of an Australian city. Specifically, the paper examines the accounts of two para-educational personnel who identified as Samoan/Pacific Islander and worked to improve the educational outcomes of students from the local Samoan/Pacific Islander community. It is argued that the pedagogic work of para-educational personnel may play an important role in redistributing discursive (informational) resources transmitted through schooling institutions. However, the positioning of para-educational personnel in the field of the local community and the field of education regulates the form/modality of pedagogic work, that is, what is taught and how it is taught. Moreover, the content and form of pedagogic work has the potential for realising inclusive and/or exclusive relations for students from disadvantaged backgrounds

Big words, small phrases: Mismatches between pause units and the polysynthetic word in Dalabon

This article uses instrumental data from natural speech to examine the phenomenon of pause placement within the verbal word in Dalabon, a polysynthetic Australian language of Arnhem Land. Though the phenomenon is incipient and in two sample texts occurs in only around 4% of verbs, there are clear possibilities for interrupting the grammatical word by pause after the pronominal prefix and some associated material at the left edge, though these within-word pauses are significantly shorter, on average, than those between words. Within-word pause placement is not random, but is restricted to certain affix boundaries; it requires that the paused-after material be at least dimoraic, and that the remaining material in the verbal word be at least disyllabic. Bininj Gun-wok, another polysynthetic language closely related to Dalabon, does not allow pauses to interrupt the verbal word, and the Dalabon development appears to be tied up with certain morphological innovations that have increased the proportion of closed syllables in the pronominal prefix zone of the verb. Though only incipient and not yet phonologized, pause placement in Dalabon verbs suggests a phonology-driven route by which polysynthetic languages may ultimately become less morphologically complex by fracturing into smaller units

Concept-based Interactive Query Expansion Support Tool (CIQUEST)

This report describes a three-year project (2000-03) undertaken in the Information Studies Department at The University of Sheffield and funded by Resource, The Council for Museums, Archives and Libraries. The overall aim of the research was to provide user support for query formulation and reformulation in searching large-scale textual resources including those of the World Wide Web. More specifically the objectives were: to investigate and evaluate methods for the automatic generation and organisation of concepts derived from retrieved document sets, based on statistical methods for term weighting; and to conduct user-based evaluations on the understanding, presentation and retrieval effectiveness of concept structures in selecting candidate terms for interactive query expansion. The TREC test collection formed the basis for the seven evaluative experiments conducted in the course of the project. These formed four distinct phases in the project plan. In the first phase, a series of experiments was conducted to investigate further techniques for concept derivation and hierarchical organisation and structure. The second phase was concerned with user-based validation of the concept structures. Results of phases 1 and 2 informed on the design of the test system and the user interface was developed in phase 3. The final phase entailed a user-based summative evaluation of the CiQuest system. The main findings demonstrate that concept hierarchies can effectively be generated from sets of retrieved documents and displayed to searchers in a meaningful way. The approach provides the searcher with an overview of the contents of the retrieved documents, which in turn facilitates the viewing of documents and selection of the most relevant ones. Concept hierarchies are a good source of terms for query expansion and can improve precision. The extraction of descriptive phrases as an alternative source of terms was also effective. With respect to presentation, cascading menus were easy to browse for selecting terms and for viewing documents. In conclusion the project dissemination programme and future work are outlined

Captured voices in primary school art education.

Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity

Visual Representations of Gender and Computing in Consumer and Professional Magazines

Studies in the nineteen-eighties showed that advertising images of computers were gendered, with women relatively less represented, and shown with less empowered roles, problems or presented as sexual objects. This paper uses a mix of content and interpretative analysis to analyse current imagery in consumerist and professional society publications. It reveals the present variation and complexity of the iconography of computers and people across different domains of representation, with the continuation of gender bias in subtle forms

Natural language understanding: instructions for (Present and Future) use

In this paper I look at Natural Language Understanding, an area of Natural Language Processing aimed at making sense of text, through the lens of a visionary future: what do we expect a machine should be able to understand? and what are the key dimensions that require the attention of researchers to make this dream come true

Shakespeare and the english language

Overview of Shakespeare's language for Open University undergraduate student

The biology and behaviour of a free-living population of black rats (Rattus rattus)

A population of wild Rattus rattus living in the roofs of the laboratory buildings was studied by supplying food every evening and watching the behaviour of the animals at the feeding place. Some observations were also made on caged animals. The rats were predominantly of the black rattus variety but white-bellied greys appeared now and then. In breeding tests the grey colour behaved as though determined by a single recessive gene. The study covered two periods of approximately 9 months each, separated by an interval of 3 months during which a reduced quantity of food was provided and the rat population underwent a major decline. During the two periods of richer feeding the population first increased and then stabilized at a level where the animals remained in good condition and there was no starvation. In the first 9-month period, stabilization was achieved by emigration of young adults who colonized neighbouring buildings. Towards the end of the second period, stabilization was achieved by limitation of breeding. The rats accepted a wide variety of foods, including meat, and a number of instances of predation were seen. Small vertebrates as well as insects were killed and eaten. Small pieces of food were usually eaten in situ but large bits were taken up to the nests in the roof. Such differential treatment in relation to size may be a factor of some importance in the evolution of hoarding. The rats visiting the feeding place formed a unit with a definite social structure. A single dominant male and never more than one, was always present and in certain circumstances a linear male hierarchy was formed. There were usually two or three mutually tolerant top ranking females who were subordinate to the top male but dominant to all other members of the group. Within the group attacks were directed downwards in the social scale. An attacked subordinate either fled or appeased and serious fights therefore did not develop. The most essential component of the appease. ment appeared to be a mouth to mouth contact which may be derived from the infantile pattern of 'mouth suckling'. Appeasement permitted superior rats to maintain their status without the necessity of carrying attacks on subordinates to the point where actual hurt was inflicted. A group territory round the feeding place was defended against interlopers. Both sexes took part in chasing out intruders but since males showed inhibition in attacking females, the exclusion of strange females was due principally to the activities of the home females. The point at which pursuit of an intruder stopped was regarded as the territorial boundary. This was also the limit beyond which a group member would not allow himself to be chased but it was not a prison wall. When agonistic tendencies were not aroused the animals no longer always I turned back at the boundary and foraging beyond its limits allowed them to become familiar with an area larger than the territory. Although intruders were normally driven out, it was occasionally possible for a particularly determined animal of either sex to force its way in and ultimately become a member of the group. The patterns of behaviour seen are described, particularly those concerned with hostile encounters and with mating. Scent marking with urine drip trails was not seen but adults of both sexes marked by rubbing the cheeks and ventral surface on branches. The circumstances in which tooth gnashing was heard suggest that this behaviour is not a form of threat but a response to unfamiliar auditory or visual stimuli. There was some evidence that it functioned as an alarm signal within the group. Pilo-erection and a gait or posture with the hind legs much extended ('stegosauring') are considered to function as threats. Pilo-erection occurred in situations where there was little to suggest conflict and is considered to represent a form of threat which has undergone emancipation. Various forms of displacement and ambivalent behaviour were seen. Rapid vibration of the tail occurred in thwarting situations, either during mating or when a defeated opponent suddenly vanished. There was no evidence that it acted as a signal. The common form of amicable behaviour was social grooming. Another amicable action was sitting together with the bodies in contact. Animals reared in cages remained shy and wary and even hand reared young developed the usual alarm responses to movement and noises. Females had their first litters at ages of 3 to 5 months. For first litters gestation periods were 21 to 22 days but in females that were simultaneously lactating they ranged from 23 to 29 days. Eight was the commonest litter number and ten the highest recorded. At birth the tail is very much shorter than the body but has outstripped it by the time the youngster emerges from the nest. This was found to be the result of a period of extremely rapid tail growth immediately preceding emergence. In Rattus norvegicus the peak in tail growth rate was found to be later and less striking. The difference is interpreted as related to the importance of the tail in climbing in the more arboreal R. rattus. During the second week of life an edge response (retreat from a declivity) and a clinging response made their appearance: these have the function of preventing accidental falls from a nest situated above ground level. Mouth suckling was seen only during a period of a few days towards the end of lactation. Play developed within a few days of emergence from the nest: locomotor and fighting play were the common types. Older animals occasionally joined in play with the young. In problem solving tests, first solutions were not insightful but once a solution had been found, the successful technique was at once adopted and subsequently perfected. There was no evidence of learning by imitation but the rats did learn from each other's behaviour that food could be obtained at a certain location and thus the solution of a problem by one rat accelerated its independent solution by others. The reasons for the differences between the behaviour of the free living population and the caged animals studied by other authors are discussed