Nyungar people creating nourishing terrains despite past policies of injustice.

Nyungar people creating nourishing terrains despite past policies of injustice

The new English teacher: redesigning pedagogies

We want to take you with us for the next hour on a journey – across times, across spaces, across the professional histories of English teaching and across geographical terrains within Australia, from South Australia to Victoria. But most importantly we want to move across generations – across generations of older teachers and younger teachers who are the focus of our current research and our keynote address: those early and first year teachers who are just beginning their careers at the start of the 21st century and those English and literacy teachers who have been committed professionals for around 30 years. In a sense the two groups of teachers we are referring to today can be roughly thought of as the graduating class of 1970 and the graduating class of 2000.

What about the parents and the teachers of boys? Contemporary challenges for academic work on literacy, masculinity and educational innovation

The past ten years have seen a dramatic increase in the number of educational ‘innovations’ designed to respond to the contemporary literacy needs of boys in schools. Intense public anxiety about the apparent under-achievements of boys in literacy can make it difficult for those at the heart of these innovations—teachers, parents, boys themselves—to identify the extent to which the solutions they are offered actually are able to make a sustainable, long-term difference to the literacy achievements of the specific boys they are concerned about. Acknowledging the contested nature of the masculinity and literacy terrains this paper explores contemporary responsibilities for academics engaged in gender based, literacy interventions in the 21st century.

Artikel 3(1) en (2) van die Mineral and Petroleum Resources Development Act 28 van 2002: 'n herbeskouing

Sections 3(1) and 3(2) of the Mineral and Petroleum Resources Development Act 28 of 2002
This contribution entails a discussion of the impact of section 3 of the Mineral and Petroleum Resources Development Act on various aspects of the new mineral and petroleum law. At the core of the discussion is the question of how this section is interpreted by various commentators, and the implications of the different opinions on the application of the section. The initial discussion highlights problems with the new definition of a "mineral": Soil, including topsoil is at present included in die definition of a "mineral" in the act. The definition should be rectified by the legislature as it has far-reaching consequences in respect of the extent of the state's power in terms of section 3(2) of the act to grant entitlements in respect of minerals, including topsoil. The implications of section 3 for the control and management of minerals are discussed and placed in the context of the question about the constitutionality of the act. It is argued that legislative guidance is urgently needed to clarify continuing uncertainty, caused by sloppy drafting and different opinions about the connection between private law and public law in relation to minerals and the actual position of existing right holders.

Interactive exploration of data with visual metaphors

Visual Analytics (VA) is an approach to data analysis by means of visual manipulation of data representation, which relies on innate human abilities of perception and cognition. Even though current visual toolkits in the Business Analytics (BA) domain have improved the effectiveness of data exploration, analysis and reporting, their features are often not intuitive, and can be confusing and difficult to use. Moreover, visualizations generated from these toolkits are mostly accessible to specialist users. Thus, there is a need for analytic environments that support data exploration, interpretation and communication of insight that do not add to the cognitive load of the analyst and their non-technical clients. In this conceptual paper, we explore the potential of primary metaphors, which arise out of human lived and sensory-motor experiences, in the design of immersive visual analytics environments. Primary metaphors provide ideas for representation of time, space, quantity, similarity, actions and team work. Using examples developed in our own work, we also explain how to combine such metaphors to create complex and cognitively acceptable visual metaphors, such as 3D data terrains that approximate our intuition of reality and create opportunities for data to be viewed, navigated, explored, touched, changed, discussed, reported and described to others, individually or collaboratively.